The Role and Stages of Students’ Self-Education in a Socio-Educational Environment
DOI:
https://doi.org/10.51699/ijllal.v4i3.595Keywords:
Education, Self-Education, Professional Development, Independent Learning Stages, Conceptual Approach, Reflective Analysis, Internal Motivation, Teacher PersonalityAbstract
This article explores the crucial role of self-education in shaping both the professional and personal development of students, with a particular focus on future teachers operating within a socio-educational environment. It examines the key stages of professional-pedagogical growth, emphasizing that independent learning, reflective thinking, and self-motivation are not merely complementary skills but foundational pillars for long-term success in the teaching profession. Drawing on historical perspectives, including the influential legacy of A.S. Makarenko, the study argues that the journey toward becoming an effective and inspiring educator begins not at the moment of graduation but during the formative years of student life. Through continuous self-improvement, students develop the internal resilience, adaptability, and sense of purpose necessary to navigate the complex and evolving demands of modern education. The article underscores that the personal qualities essential for teaching—such as empathy, ethical responsibility, creativity, and intellectual curiosity—are not acquired passively or by chance; they are the result of intentional, sustained efforts and a deep commitment to one’s own development. By highlighting the interplay between self-education and professional identity formation, this work offers valuable insights for educational institutions, teacher training programs, and students themselves, advocating for a more holistic approach to preparing future educators for the challenges and opportunities of their profession.
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