The thesis is a theoretical-experimental research on the issue of forming the future teachers' self-assessment of learning achievements during their professional training in a higher educational establishment. The peculiarities of future teachers training in the process of education and practice activities are analyzed. In the thesis, the author clarifies the concepts of "self-assessment" and "the process of self-assessment", where the former is considered the result and the latter - activity. The role of self-assessing in achieving goals of professional pedagogical training is also defined in the thesis. The connections between such concepts as "consciousness", "self-consciousness", "professional self-consciousness" and "self-assessment" are also detailed. The process of self-assessing learning achievements is impossible without imprinting "I"-image in the consciousness of students. Professional self-consciousness is a standard containing personally important criteria of assessing pedagogical training. According to the analysis of pedagogical and psychological literature, self-assessment is considered a function of self-consciousness. Self-assessment, professional activities and self-consciousness are closely connected in pedagogy. Self-assessment is analyzed using such approaches as personal, structural, actional, psychopathological, functional and dynamic. In the thesis, five time-related types of self-assessment are pointed out and they are prognostic, actual, potential, reflexive and retrospective. The pedagogical conditions of forming the future teachers' self-assessment of learning achievements during their professional training in a higher educational establishment are developed. They include stimulating self-assessment motivation, improving efficiency of self-assessment, professional pedagogical communication, accumulating self-assessment experience, developing intellectual self-assessment operations, activating the passive and active mechanisms of self-assessment formation, as well as treating oneself as an active subject of self-assessing activities in professional training. The author also creates a structural-content model which specifies the aim and result, along with applying the defined pedagogical conditions and detailing methodological approaches, principles, stages, functions, mechanisms, assessing processes, means, etc. In the thesis, the consistent stages of the structural-content model for forming the future teachers' self-assessment of their learning achievements - planning, practical, control-assessing - are defined. The criteria of identifying the level of forming self-assessment of learning achievements - cognitive, reflexive and emotional - are specified. On the basis of the defined criteria and indicators, four levels of self-assessment for future teachers' activities are defined: low, high, adequate (ideal) and mainly adequate (close to ideal). The outcomes of the students' practical work were received during pedagogical practice "Experimental lessons" at school, when students have to teach English and observe lessons by groupmates. The results were gained by applying the self-analysis and self-assessment of practical lessons, collective analysis and assessment, comparing self-assessment and the results of group's assessment, finding adequate self-assessment, deciding on practical activities and behavior, when a practice coordinator organizes discussion and provides advice if needed. The results of the experimental work prove efficiency of the implemented pedagogical conditions, which were realized by using specially developed games and workshops, creating situations for efficient pedagogical analysis. Also, the guidelines "Assessment and Self-assessment of Learning Progress" were created and implemented in the educational process. The positive dynamics of forming future teachers' self-assessment of their learning achievements allow the structural-content model to be offered for implementation in the educational process of higher educational establishments for forming adequate self-assessment.
