For the first time, the dissertation deals with the scientific solution of the
issue of personal self-improvement of future preschool teachers. On the basis of
the analysis of philosophical, psychological and pedagogical scientific sources,
theoretical and methodological foundations of personal self-improvement of future
teachers of preschool education in the holistic educational process of the higher
education institution are determined.
Theoretical and methodological foundations of personal self-improvement of
future preschool teachers in the holistic educational space of a higher education
institution are developed, they correspond to the modern world tendencies of
education of the future teacher of preschool education, they cover such levels:
methodological (concept, scientific approaches, regularities, principles); theoretical
(content and structural components, functions, methods, pedagogical conditions,
stages); technological (pedagogical system with its conceptual, organizational,
content, diagnostic, regulatory, educational and methodological support),
practically oriented (diagnostic tools and monitoring), which ensure the
effectiveness of the educational process in pedagogical HEIs.
The essence and structure of personal self-improvement of future preschool
teachers are characterized, which is defined as a conscious, planned, managed
process, reflection of the higher level of self-development with the student's conscious
motivation for spiritual development, sound value and meaningful sphere, personal
life and professional priorities in self-determination and self-realization, capable ofconstructing an individual trajectory of raising to the highest level of "acme" and
creating conditions for enriching the personal potential of preschool children, and
it is characterized by a harmonious combination of the formation of such
components, as self-knowledge, self-determination, self-design, self-control, selfactualization.
Components of personal self-improvement of future teachers are
distinguished: they are motivational, cognitive, axiological, procedural, which
interrelate and complement each other's processes of self-knowledge, selfdetermination, self-control, self-actualization of students, and determine the ability
of a future teacher in personal self-education and development of preschool
children's personal potential. Criteria and indicators for determining the levels of
personal self-improvement of future preschool teachers have been developed and
substantiated.
The pedagogical system of personal self-improvement of future preschool
teachers is theoretically grounded, designed and experimentally tested; the
methodological support of the process of upbringing of all components of personal
self-improvement in a holistic educational process of a higher educational
institution is developed.
The author's experimental program is represented by: the concept of
educating the teacher in the context of the development of his / her "self", which in
practice brought to a new and effective levels of education; optimization of the
educational process through the implementation of innovative methods of
organizing self-educational activities of students; introduction into the educational
process of an integrated special course "Theory and Practice of Personal SelfImprovement of Future Preschool Teachers"; organization of personal
improvement trainings, organization of teaching practice; realization of activity of
pedagogical studio "School of personal self-improvement of the teacher of
preschool age children"; designing an individual program of personal selfimprovement; organization of out-of-classroom educational and research activities.
Methodical support for the process of personal self-improvement of future
preschool teachers has been developed and implemented.
It is proved the existence of a close connection between the understanding of
future educators of the essence and features of personal self-improvement and the
ability to analyze the obstacles encountered in the process of interaction with the
society from the "height" of those vital values that they independently accepted
and profess, and not only with "height" of the experience of the activity
broadcasted by the teachers. The volume of knowledge about the structure, stages,
regularities, and components of personal self-improvement has expanded.
