PROFESSIONAL THINKING AND SELF-DEVELOPMENT AS COMPONENTS OF A SINGLE PROCESS OF TEACHER PROFESSIONAL DEVELOPMENT
Abstract
The article explores the essence and interrelation of professional thinking and professional self-development as key components of the personal and professional formation of future teachers. It emphasizes that professional thinking is based on deep cognitive processes, critical analysis, reflection, the ability to make informed decisions, predict the outcomes of pedagogical activities, and approach professional tasks creatively. The effectiveness of teachers’ thinking is directly related to their internal readiness for continuous self-improvement. Professional self-development is viewed as a purposeful, reflective, and dynamic process that includes self-assessment, self-knowledge, knowledge renewal, development of professionally important qualities, self-correction, and constructive interaction with the environment. The study highlights that the relationship between professional thinking and self-development is the foundation for forming a holistic professional personality capable of adaptation, innovative thinking, and successful pedagogical realization. The article identifies the main content components, criteria, and conditions for the effective development of professional thinking and self-development of future teachers. These include integrative training, teaching practice, tutorial support, a developed reflective environment, and individualized educational trajectories. The article may be of interest to researchers, university instructors, tutors, and students of teacher education programs.
Key words: professional thinking; professional self-development; future teacher; personal and professional formation; reflection; pedagogical competence; self-education; tutoring; educational trajectory.
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References
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