The main paths of professional self-improvement of teachers of professional disciplines of agricultural engineering specialties

Abstract

The aim of the study is to identify and substantiate the main pathways for professional self-improvement of teachers of specialized disciplines in agroengineering specialties for implementation in agricultural higher education institutions. The analysis of the research results indicates that professional self-improvement is viewed as a specific type of professional activity of educators. It is the result of the conscious interaction of an educator with a specific social environment where they fulfill the need to develop qualities and competencies that ensure the success of their professional activity. Analyzing the teaching staff of agricultural higher education institutions, it can be stated that teachers of specialized disciplines predominantly do not have pedagogical education. Their professional formation as educators occurs too slowly and is associated with overcoming numerous difficulties of methodological, organizational, and communicative nature. Therefore, for the successful formation of teachers of specialized disciplines, an essential condition must be their internship in pedagogically oriented higher education institutions, where they should study the main elements of the structure of higher education teaching activity, undergo additional training in mastering the primary forms of organizing the educational process, modern educational technologies, participate in research activities, and maintain a strong connection with production. This allows ensuring, under real conditions, the alignment of the educational content with the labor market needs of the agricultural sector and the development prospects of the agro-industrial complex. Additionally, they should develop and prepare methodological recommendations, guidelines, educational manuals, and textbooks for publication and continuously enhance their qualifications or participate in internships in related educational and scientific institutions, advanced agro-industrial enterprises, and abroad. The conclusions substantiate the necessity of constantly mastering a complex of methodological, pedagogical, and methodological issues, resolved through continuous self-improvement of professional activity in any way aimed at enhancing one's level of professionalism.