Pedagogical conditions for the formation of self-educational competence during the study of professional subjects

Abstract

The aim of this research was to develop and experimentally test how effective is a set of pedagogical conditions is for building self-educational competence of future specialists majoring in Pedagogy. The methods that were used are the following: analysis, synthesis, questionnaire survey, simulation, and methods of mathematical statistics. The indicators that describe the self-educational competence of the experimental group students were significantly higher than those students of the control group were. The experimental group students more actively discussed self-studied topics, better made a plan to solve a problematic professional situation set by the teacher, and had higher indicators of motivation and self-efficacy. These results were promoted by the differentiation of motivation that the teachers used in the experiment. The obtained results can be used to improve the teachers’ pedagogical qualifications, as well as to improve the quality of training of students of different majors in the study of professional subjects. Therefore, prospects for further research include testing the impact of the developed tools on building self-educational competence of students of medical, technical and economic majors.