СТРУКТУРА САМООЦІНКИ НАВЧАЛЬНОЇ ДІЯЛЬНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ

The research represents the role of self-assesment of educational activity in the
structure of self-awareness and general self-evaluation (the general self-assessment as a
generic concept → specific self-assessment as a type concept of the first level → Selfassessment
of educational activity as a type concept of the second level.
Taking into the account the scientific analysis and generalization of psychological
and pedagogical research data the essence and structure of the self-assessment of
educational activity together with its components are revealed and the following
components were determined: cognitive, motivational, activity exposing, productive and
reflexive.
The cognitive component of self-assessment of educational activities includes the
future teacher’s knowledge about theirselves, their opportunities in teaching and learning
activities, the practical application of knowledge about the essence of self-esteem and its
role in achieving success in this type of activity.
The motivational component of self-assessment of educational activities involves
awareness of of the importance of adequate self-esteem, its necessity in learning
activities and it is significant to consider it as a means of increasing the effectiveness of
educational activities.
Activity exposing component of self-assesment of educational activity as a
separate type of educational activity involves the agent’s possession of self-assessment
skills (which means to correlate the obtained estimates with the real level of knowledge
of discipline, to analyze the strengths and weaknesses of an answer), it is also significant
in order to provide self-organization, to analyse the study task and its adjustment to the
particular situation,to develop a plan of implementation and the application of adequate
means of action, the operation of skills, to be aware of the methods of activity that are
taking place in the process of solving educational task.
The productive component determines the particular achievements of the future
specialist in the process of his professional training and it is manifested in the formed set
of key and professional competencies.
The reflexive component involves the future teacher's development of selfcontrol
skills and self-assessment of learning activities, the ability to correlate the level of
development of personal qualities which ensures the formation of adequate self-esteem.