Technology for organizing self-regulated learning at the stage of early professionalization of high school students in psychological and pedagogical classes

Importance. In the modern world, the role of the teacher has changed, and now students – future teachers are faced with the task of not only teaching, but also being prepared for constant self-development, professional growth and continuous learning. Modern regulatory documents of the teacher education system define competence that promotes self-education as necessary for mastery by a future teacher. Developing the ability for self-regulation in students in the pedagogical education system has great potential for successful professional development. Therefore, it is important to organize an effective process of self-regulated learning in a modern school at the stage of early professionalization in psychological and pedagogical classes. The purpose of the study is to develop and substantiate a technology for organizing self-regulated learning that promotes successful readiness for personal and professional development of high school students – students of psychological and pedagogical classes.

Research Methods. Analysis of data from theoretical and empirical research in the field of self-regulated learning, also used: analysis, synthesis, generalization, comparison and interpretation, survey.

Results and Discussion. Self-regulated learning is a process in which students actively participate in their own learning activities. High school students involved in self-regulated learning show higher educational results, quickly master course materials and more often achieve their personal goals. In the context of the cognitive-technological approach to learning, an innovative technology of self-regulated learning at the stage of early professionalization of high school students in specialized psychological and pedagogical classes is scientifically substantiated, including an activity algorithm: self-diagnosis – goal setting – self-motivation – planning – implementation of personal strategy – self-reflection; as well as diagnostic and autodidactic methods. A diagnostic technique has been developed to identify the level of students’ readiness for self-regulated learning.

Conclusion. Considering that self-regulated learning is a complex process that requires many years of practice, training and experience, its effective use in the format of technology for organizing self-regulated learning, especially at the stage of early professionalization in psychological and pedagogical classes. The effect is enhanced when using a cognitive-technological approach, an algorithm of stages and a set of auto-didactics methods. The designed technology is a valuable innovative tool for increasing the efficiency of psychological and pedagogical classes, as well as for research and practice in the field of teacher education.

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