Готовність до саморозвитку як професійно-особистісна якість майбутніх педагогів

The article proves the need to form students' readiness for professional self-development. It is necessary to prepare students for professional self-development during professional training in a higher education institution. An analysis of the practice of training future teachers showed the episodic implementation of certain courses on professional self-development. «The readiness of prospective teacher for continuous professional self-development» is considered as the student’s ability to purposeful reflexive activities, which is associated with design and implementation of quality changes in personality’s identity and practical realization of subjective experience in the field of professional self-determination and self-realization on the basis of conscious self-regulation of own educational and professional activities. This complex quality has the following structural components: motivational; informational; organizational; emotional; reflective. Professional self-development of a future teacher involves a systematic, purposeful influence of a university student on himself through self-education and self-education in order to form and improve professional qualities. Based on the analysis of the content characteristics of the identified components, the criteria for the readiness of future teachers for professional self-development can be considered: value awareness of the need for purposeful continuous professional self-development; integrative-theoretical training, the level of professionally directed knowledge obtained; practical-operational training, the formation of practical skills and abilities necessary for professional self-development; a set of individual psychological qualities important for continuous professional self-development and future professional activity in general; orientation towards self-analysis, self-assessment of one's own professional self-development.