The importance of the topic of the article lies in the fact that in our time there is a need for innovation of the educational process, the use of innovations in teacher self-training is therefore important teacher self-education in a pedagogical context. The purpose of the article is the need to explore and substantiate the importance of teacher self-education in a pedagogical post-historical context. The article provides a theoretical foundation of the concepts of self-education and self-development of the teacher in the pedagogical context the conditions of the effectiveness of self-education of teachers in the current system of education are highlighted; the structure of readiness for self-education of teachers in a postmodern society, as the present period of modernization of education, undergoing reforms of different parties, makes higher demands on the professional competence of teachers is presented. Today it will be obvious that society needs a constantly learning mobile teacher and his improvement of personal and professional qualities. It is important to note that the training of a teacher who meets the requirements of today's professional activity is continuous, not continuous only during basic training, but also during continuing education courses and self-study, because the knowledge and skills acquired at university are no longer sufficient to solve new school problems.
The article analyzes the main aspects of the technology of implementation of the program of personal and professional development of the future teacher in the educational process of the pedagogical university. It is stated that personal development and professional development are a prolonged process that requires adequate ways, forms and methods, close cooperation of teachers and students in the implementation of technology of psychological knowledge and psychological support programs for students to master professional competencies. The technologies for the formation of psychological knowledge, the skills of analyzing school pedagogical, educational situations, the ability to model the educational process, taking into account the development situation (physiological, moral, mental, psychological, social, spiritual), leading activities, mental neoplasms of a particular student, educational potential a specific family and the peculiarities of communication with friends, relatives and social environment determine the professional development for the personal growth of the future teacher.
The purpose of this study was to find out the differences in the attitude of young people who reached adulthood toward their health during a period of moderate (epidemic) and strong (wartime) deprivation of comfortable life and a surge of national consciousness that changed egocentric accents to subjective general ones.
The use of methods of theoretical, systematic and comparative analysis, supplemented by statistical and correlational research, has shown: young people have hardly changed their own SCH after the deployment of tragic actions in their country: they have accumulated and directed the mental potential to achieve freedom, national self-identity and passionarity. At the same time, SCH has receded into the background and has not given way at all to the mass life-saving, protective or other egoistic patterns expected at the beginning of the study.
The international significance of the article is that, for the first time in science, the authors have begun to study SCH in the context of a global conflict that has unexpectedly affected personal self-preservation motives and increased attention to one's health.
The article deals with theoretical aspects of professionalization of future teachers as a primary element of developing professionalism and orientation toward formation of professional awareness. The opinion is proved that the development and formation of professional awareness is regarded as integrity of the three components constituting an integral model of professionalism: activity, self-awareness, and community.
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