The content of the categories “self-education”, “self-educational competence” is analysed. The need for the development of self-educational competence of future specialists in the process of studying professional subjects is actualized. The pedagogical conditions for the formation of self-educational competence of future specialists in the study of professional subjects are determined. Such factors include: motivational and value attitude of future specialists to independent learning and cognitive activities in the process of professional training; ensuring the relationship of all areas of professional training of future specialists (theoretical, methodological, practical), which involves the formation of self-educational competence; development and implementation of educational and methodological support for the development of self-educational competence of students; the use of interactive technologies in teaching professional subjects to build educational dialogue. An experimental verification of the effectiveness of implementation of certain pedagogical conditions. For this purpose, a pedagogical experiment was organized. The conclusion that students of control and experimental groups have significant differences due not to random factors, but to a certain natural reason - conducting research and experimental work on the implementation of pedagogical conditions for the development of self-educational competence of future specialists in the study of professional subjects. Statistical analysis of indicators of transition of students to a higher level of self-educational competence shows that the process of formation of self-educational competence in students of the experimental group is more effective than in students of the control one.

УДК 378.14 бигар г.п., прокоп і.С., піц і.і. Чернівецький національний університет імені Юрія Федьковича Формування проФеСійної іденТичноСТі майбуТніх учиТелів яК один із ФаКТорів проФеСіоналізму анотація. У статті розглянуто питання про формування професійної ідентичності майбутніх учителів. Визначено поняття «ідентичність, самоідентичність, професійна ідентичність, професіоналізм». Показана роль професійної ідентичності у формуванні професійної компетентності майбутнього вчителя. Виокремлено чотири етапи становлення професійної ідентичності: самовизначення в конкретній професійній ситуації, пошук педагогом сенсу виконання певних професійних функцій; самовизначення на конкретній професійній ділянці; самовизначення в конкретній професійній спеціалізації. Доведено, що професійна ідентичність є обов'язковою складовою професіоналізму майбутнього фахівця й однією з умов його формування. Ключові слова: майбутні вчителі, ідентичність, професійна ідентичність, професіоналізм, етапи формування професійної ідентичності. bigar anna, prokop inna, piz irina Chernivtsi National University named after Yuri Fedkovich FormaTion oF proFessional idenTiTY oF FuTure Teachers as one oF proFessionalism FacTors summary. The article deals with the problem of formation of the future teacher by forming his professional identity. With the introduction of a new educational paradigm, special attention is paid to the formation of a highly skilled teacher, while taking into account two directions: ensuring the development of professional competence and the personal development of a future specialist. The professionalization of personality is one of the factors of the formation of professionalism according to the analysis of psychological and pedagogical literature of Ukrainian and foreign scientists. In their works, the causes of increased attention to the formation of professional identity are identified: entry into a higher education institution begins with the adaptation of students to an educational institution, their class, and academic disciplines. At the same time, students can be in a crisis situation to which they oppose. They do not always cope with these processes, and, accordingly, they are disappointed. This can be prevented through the formation of a professional identity, which simultaneously helps students determine the correctness of selection of a profession. Implementation of innovations in the educational process of preparing a future teacher depends on a number of disadvantages of traditional technology: unsatisfaction of the student's desire to gain more knowledge, first of all, through independent work; insufficient quality of the practical orientation of the educational process; awareness of their own needs, opportunities, professional interests and values. At the same time it is emphasized that the use of pedagogical innovative technologies in the training of future teachers is fragmentary in nature. The basic concepts are defined by the scheme: identification-identityself-identity-professional identity. This shows the...