Factors of formation self-development abilities among university students

We substantiate the necessity of the student’s self-development ability formation in the conditions of multi-level educational programs implementation in a technical university. We analyze various pedagogical and psychological approaches to the formulation and use in the relevant sciences concept of “self-development of a personality”. We explain the choice of a scientific approach, in which self-development is defined as the process of purposeful activity of a personality in continuous self-transformation, conscious management of your own development, choice of goals, ways and means of self-improvement corresponding to your own life values and attitudes. We define one of the main tasks of technical universities – the task of updating and managing students’ professional education, the result of which is an organically formed personality capable of self-development through self-education and self-upbringing. We formulate external factors (scientific, academic, informational, social and sports bases of the university; research and professional activities at the educational stage; upbringing work under the guidance of lecturers and supervisors; academic work under the guidance of lecturers) and internal factors (factors contributing to students’ self-learning; factors contributing to the self-realization of your own plans and ideas) affecting the readiness for self-development of the future engineer. We substantiate the main external factor – the factor of personal influence of university professors on students’ self-development. Personal characteristics of the main types of technical university teachers are highlighted. We analyze the views of various scientific schools scientists on the problem of lecturer’s personality influence on the formation of self-education and self-development abilities of students.

student, lecturer, competence, self-development of a personality, self-education, self-upbringing, pedagogical work, scientific work