METHODOLOGICAL ASPECTS OF THE DEVELOPMENT OF SELF-ORGANIZATION OF STUDENTS OF A PEDAGOGICAL UNIVERSITY

The need to develop the competencies laid down in the Federal State Standards of Higher Education dictates practical tasks for teachers of higher education. One of such tasks is: how to organize the educational process to develop the competence of self-organization? The purpose of the article is to determine the methodological principles that allow developing the competence of self-organization in students of pedagogical profiles of training. The scientific novelty of the study is due to the combination of deontological, praxeological and integrated approaches to the development of self-organization of future teachers. The study used theoretical analysis of scientific literature, regulatory and educational documents, specification, comparison, generalization, qualitative analysis of the results of empirical studies; neural network method of information generation. The leading motive for the development of self-organization competence is substantiated - professional duty and responsibility. The authors of the article came to the following conclusions: the diversity of pedagogical tools used by teachers of different universities individually does not allow to fully solve the stated problem; complex work is necessary for the development of self-organization competence, starting with the prevention of first-year students - diagnostics, special extracurricular activities, master classes; the leading role in this issue belongs to curators of study groups, who can act as coaches; inclusion of self-organization competence not only in elective disciplines (teaching soft skills through hard skills); analysis of academic failure after each session and development of a personalized development trajectory for individual students; involvement of successful students in the work, including through scientific research on the problem; use of artificial intelligence as a coach, mentor and methodological tool. The obtained results can be applied in the educational practice of pedagogical universities, as well as, with some adaptation, in universities of other profiles.

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