Self-Education of an English Language Teacher as a Prerequisite for Effective Pedagogical Activity

The article examines the self-education of an English language teacher as a prerequisite for effective pedagogical activity. The main aspects of the development and relevance of teacher self-education in the context of contemporary realities and the social challenges of wartime and post-war development are outlined. Emphasis is placed on the permanent need for pedagogical self-improvement that arises among teachers, particularly English language teachers, due to changes in legislation and expanding international opportunities. It is substantiated that teacher self-education constitutes an important dimension of self-improvement, the effectiveness of which is possible only under the condition of voluntary participation in choosing the methods and ways of self-educational activity. Special attention is paid to the psychological component of pedagogical self-education, which is extremely relevant in current conditions. It is established that self-educational activity is multidimensional in nature and encompasses linguistic, methodological, psychological and pedagogical, digital, cultural, research, and personal-reflective dimensions. In the context of further research, it is proposed to conduct an in-depth study of the mechanisms for forming motivation for self-education among English language teachers; to promote the development of effective models for integrating formal, non-formal, and informal education within the system of professional development; as well as to analyze the impact of digital technologies and artificial intelligence platforms on the transformation of the pedagogical role of a foreign language teacher. References 1. Vasylyshyna, O. (2013). Upravlinnia samoosvitnoiu diialnistiu pedahoha, abo Chy mozhna y potribno upravliaty samoosvitoiu vchytelia? [Management of a teacher’s self-educational activity, or Is it possible and necessary to manage teacher self-education?]. Zavuch. 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