METHODOLOGICAL FOUNDATIONS FOR THE FORMATION OF THE READINESS OF FUTURE TEACHERS OF VOCATIONAL TRAINING FOR PROFESSIONAL SELF-DEVELOPMENT

The article is devoted to the actual problem of substantiating the choice of methodological foundations for the formation of the readiness of future teachers of vocational training for professional self-development. The author focuses on a set of interrelated methodological approaches that provide a scientific basis for the formation of the readiness of future vocational training teachers for professional self-development. The methodological foundations of the system-synergetic, personal-activity, subjective, acmeological and competence-based approaches are theoretically substantiated from the point of view of the logic of the study. The main provisions of these methodological approaches and the possibility of their use for the effective and efficient formation of the readiness of future teachers of vocational training for professional self-development are presented. Based on the goals, target and selected methodological approaches, the principles of the study were identified and characterized: purposefulness, integrity, active acquisition of knowledge, self-organization and self-control, professional and personal success, subjectivity, step-by-step achievement of the highest levels of their own development, professional orientation, and development of the creative potential of the individual. As the laws that determine the process of professional self-determination of students, we accept the following: purposefulness, systematic and continuous formation of readiness for professional self-development in the process of the entire period of training of future teachers of vocational training at the university; formation of readiness for professional self-development in the interests of self-realization, self-affirmation and their success as future teachers of vocational training; the integrity and interconnectedness of this process with vocational education, upbringing, training and development of future vocational training teachers as individuals. This set of methodological approaches, principles and regularities will provide a comprehensive study of the problem of forming the readiness of future teachers of vocational training for professional self-development.

readiness formation, professional self-development, future teacher of vocational education, system-synergetic approach, personal activity approach, subjective approach, acmeological approach, competence-based approach, principles, regularities

Lisitsyna V. O. Methodological foundations for the formation of the readiness of future teachers of vocational training for professional self-development. Business. Education. Law, 2022, no. 4, pp. 419—423. DOI: 10.25683/VOLBI.2022.61.443.