Formation of self-learning skills of future teachers: a strategy for achieving success in education

Abstract

This article discusses the problem of forming self-learning skills of future teachers. The authors reveal the need for the formation of self-learning skills for each person in modern conditions. The problem of research is substantiated, the goals and objectives are defined, the essence of self-learning skills that allow to be flexible, quickly adapt to today's dynamically developing conditions of society is revealed.The article presents a comprehensive analysis of the problem of formation of self-learning skills among future teachers, an analysis of works of scientists, a comprehensive analysis of the concepts of «self-learning», «self-learning skills». Self-learning skills can be classified as soft skills, the formation of which contributes to effective construction of the learning process by students and formation of an individual learning style. The main features and structural components of self-learning are considered. The article analyzes the model of D.R. Garisson and describes three interrelated elements of self-learning system: self-management, self-control, motivation. The motivational factors of self-learning process are analyzed. The authors have considered the main advantages of self-learning. The article presents results of research work to determine the level of readiness of future teachers for self-learning. The authors describe the applied diagnostic tools «Self-directed learning Readiness Scale» (SDLRS), developed by L.M. Guglielmino.