ORGANIZATION OF INDEPENDENT WORK AMONG HIGHER EDUCATION STUDENTS IN THE PROCESS OF STUDYING PEDAGOGICAL DISCIPLINES

Abstract

The article reveals the theoretical and methodological principles of organizing independent work of higher education students in the process of studying disciplines of the pedagogical cycle. The essence of independent work as a purposeful, planned and organized educational activity by a teacher, within which a higher education student independently processes the material, performs cognitive and practical tasks, analyzes, synthesizes and generalizes information, creating their own educational products, is substantiated. The focus is on approaches to organizing independent work - competency-based, activity-based, acmeological, and personality-oriented, which ensure the integrity of the educational process and the orientation of the applicant to the development of professional independence. The role of independent work in the formation of key competencies of future teachers – cognitive, communicative, methodological, research and reflective – was analyzed.

The specifics of its organization in the process of studying disciplines of the pedagogical cycle were characterized, where forms of independent activity are of particular importance, such as: analytical reviews, reflective diaries, portfolios, microprojects, mini-research, etc. Pedagogical conditions for effective organization of independent work are determined: formation of internal motivation for self-study, availability of information and methodological support, differentiation and individualization of tasks, reflective and analytical support of higher education applicants. It has been shown that the use of digital platforms (Google Classroom, Moodle, Canva, Padlet, Miro) contributes to the individualization of learning, the development of digital competence, the provision of feedback, and the increase of learning motivation. It was concluded that independent work is not only a form of educational activity, but an integrated mechanism of professional development, which forms the readiness of the future teacher for continuous education, creative self-realization and a responsible attitude to one's own professional development.