Aspects of the Development of Self-Regulation of the Future Teacher's Personality

Abstract

The problem of improving the professional training of future teachers in the modern education system is related to the formation of the ability to self-regulate. Self-regulation is the ability of a person to set conscious goals, plan educational activities, control their actions, evaluate results, and manage their emotions. In this regard, the identification of psychological and pedagogical aspects of self-regulation of future teachers becomes an urgent problem from a scientific and practical point of view. The goal of this research is to determine the structural dimensions of self-regulation in prospective teachers and to examine how these dimensions are manifested in their educational activities. The article contains a theoretical analysis, a survey and considers the main components of self-regulation, such as goal setting, planning, self-control, result assessment and emotional regulation. The main idea of the study is to substantiate the self-regulation of future teachers as the most important psychological and pedagogical prerequisite for professional development. The scientific significance of the work is characterized by an emphasis on the psychological and pedagogical aspects of the ability of future teachers to self-regulate, as well as clarifying its structure and content.  The practical significance of the research lies in the fact that students' self-regulation style is determined empirically and refined by its components. The study analyzed the students ' self-regulation style based on six components (goal setting, planning, self-control, activity correction, result assessment, emotional regulation), and each component was given a detailed scientific description.

In addition, the research materials are recommended for use in teaching aids for improving the professional training of future teachers, in designing the content of trainings, in organizing educational and cognitive activities of students during pedagogical practice.