N. V. Savina
nvsavina2017@mail.ru
Omsk State Pedagogical University, Omsk, Russian Federation
Self-organization of a preschool teacher: meaning and reality
Abstract: The article provides a theoretical justification for the development of a key skill of a preschool teacher i.e. self-organization. The complexity of pedagogical work, the work of a teacher of preschool education in modern conditions is shown. The necessity of self-organization as a universal competence for successful pedagogical activity is substantiated. The analysis of normative documents (the Federal State Educational Standard in the direction of ‘‘Pedagogical education”, the Draft professional standard ‘‘Teacher of preschool education”) is carried out from the perspective of developing the competence of self-organization at the stage of professional training of a future teacher. The results of an empirical study of the features of self-organization of teachers of preschool education are presented. The factors hindering self-organization in professional activity are determined. It is revealed that it is not the conditions of activitiesperformance, but personal mechanisms affecting the success of professional duties.
Keywords: preschool teacher, self-organization, universal competencies, students, time management.
Paper submitted: September 1, 2022.
For citation: Savina N. V. (2022) Self-organization of a preschool teacher: meaning and reality. Russian Journal of Social Sciences and Humanities, vol. 16, no. 4, pp. 126-134. DOI: 10.57015/issn1998-5320.2022.16.4.15.
