Pedagogical conditions of teachers’ self-education competence development in the in-service education

Abstract

This paper presents leading pedagogical conditions of teachers’ self-educational competence in the in-service education; reveals the essence and importance of teaching portfolio as a means of teachers’ self-educational competence development. Author states, that analysis of scientific sources, legal acts, results of teacher’s training for self education practice  in terms of in-service education point out the existence of contradiction. The paper emphasizes, that as far work with the portfolio promotes self-reflection and increase the level of self-development than and effectiveness of self-education is increased. The effectiveness of the self-education is largely depended on the conditions and their management, teachers’ stimulation, those are: willingness, teacher’s desire to be engaged in self-education