Implementation of self-education principles as a background of quality professional education

Abstract

The aim of this work was to study the implementation of the self-education principles in specialized education, focusing on the principles of regularity, consistency, the relationship between selfeducation with education and self-education with professional activities. A pedagogical experiment was conducted in general secondary and higher educational institutions, as well as through surveys of pupils, students, nursery school teachers, school teachers and lecturers/professors. The sample involved 78 pupils and 12 teachers from 5 secondary schools, 123 students and 17 lecturers/professors from 3 higher education institutions, as well as 14 teachers from 3 nursery schools. The survey was conducted on questionnaires created by the authors of this work. The questionnaires consisting of closed-ended questions. Statistical data on the dynamics of the teaching staff of educational institutions were analysed through mathematical methods. The introduction of methods that contribute to the development of self-educational competence, self-control and selforganization in educational institutions also has a positive effect on the academic performance of pupils and students. These methods improve cognitive activity and increase motivation of educational activities, social interaction and purposefulness, point out gaps in acquired knowledge and help to implement a differential approach. Self-education should be consistent and regular, starting with general secondary education.