Professional self-assessment of the future special teacher

Abstract

The article deals with the problems of professional self-assessment of a future special teacher. Previously,
various approaches were investigated in determining the necessary personal and professional
qualities, the content of education and professional training of a teacher. For the personality of the future
special teacher today it is necessary to develop such qualities as competence, decency, politeness,
self-control of their personal and professional behavior. The analysis of scientific works and empirical
experience has shown the importance of a holistic study of the professional qualities of a future special
teacher. The purpose of the research is the scientific substantiation of the development of professional
self–esteem of the future special teacher. A structural and meaningful model of the development of
professional self-esteem of students-future special teacher was developed. The model includes three
components: cognitive, motivational, and self-management. The experiment was attended by 220 students
Abai KazNPU. To establish the level of self-government and self-esteem, diagnostics were used:
I. Motkov’s questionn aire, G.Kazantseva’s questionnaire “Self-assessment of personality”, as well as
diagnostics of Bubnova’s value orientations. The results of the study made it possible to establish an
average level of self-management and self-development among students of the 2-3 courses, higher than
average in the 4th year. The number of students with normal self-esteem by the 4th year increases from
46.7% to 64.3%. For the development of self-management and self-esteem of students, a new course
“Self-assessment elective course” was tested.
Key words: self-assessment, self-improvement, professional, Correctional pedagogy, special education.