Self-education as a condition of professional and personal development of a future specialist

1.
 
INTRODUCTION 
The purpose of the education system is to create conditions for the development and self-
realization of each individual, the formation of generations capable of learning throughout life. This 
approach gains particular importance in the formation of the personality of the future teacher, who 
will subsequently influence the formation of the personality of the pupils. Therefore, modern higher 
education along with high-quality professional training provides for the comprehensive development 
of the personality of each student, capable of actively perceiving a new, personal development, and 
©
2020 International Transaction Journal of Engineering, Management, & Applied Sciences & Technologies

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A. Paranthaman, A. Balakumar, Y.A. Livshits, P.T.Nguyen, W. Hashim, K. Shankar, A. Maseleno 
continuous personal self-improvement. 
Amonashvili et al. (2015) determined the scientific basis for understanding self-improvement as 
a factor in personality development, taking into account the idea of recognizing the uniqueness and 
value of the personality that should be the subject of the educational process. Lozova et al. (2014) 
study self-improvement with a focused on human activity to change personality. 
Self-improvement is one of the factors of personality development that was considered by the 
luminaries of Russian pedagogy and psychology B. Ananyev, L. Vygotsky, Leontiev (2015), A. 
Makarenko, C. Rubinshtein, V. Sukhomlinsky, K. Ushinsky. Self-improvement is the highest form 
of conscious self-development of a personality was studied by Makarts (2016), Tertychny (2015). 
Professional self-improvement of future teachers in the context of solving the problem of 
personal development in realizing the tasks of professional activity is considered in the scientific 
works of L. Vygotsky, G. Kostyuk, A. Leontyev, L. Rubinshtein, B. Teplov. 
An analysis of dissertational studies in recent years has shown that the interest of scientists in the 
problems of the formation of self-improvement of teachers is gradually growing, but the largest share 
of research on the problem of self-improvement is aimed at studying various aspects of professional 
self-improvement. So, the study of various aspects of professional self-improvement of a teacher is 
devoted to the research of Suschenko (2014), Sklyarenko and Prokopova (2015), Shestakova (2016). 
Baldova and Shabanova (2016), Gorokhova (2017), A.E., Belobaeva (2011), Zhuravleva (2017), 
Evdokarova and Dmitrieva (2017) consider the student as a subject of self-education and a central 
element of the university’s self-developing environment. 
Zhakupova (2015), Zvereva et al. (2018) consider self-education as an important factor in the 
training of future specialists, which is important at the present time to increase the amount of 
information. 
Ivanova (2013), Ilyin and Ismakov (2017), Lebedeva and Abazovskaya (2015), Nokhrina (2017), 
Sedykh (2015) consider this problem as a student’s personal resources management in the process of 
self-education. 
Rabadanova (2017) offers to study this issue from the perspective of the personal development 
of a future specialist and the role of self-education in shaping a student’s personality.