Professional self-efficiency as a pedagogical problem

The article presents the problem of improving the quality of training future teachers based on the humanistic paradigm, which requires the use of innovative approaches; some scientific conceptual directions in determining the essence of the phenomenon «self-efficacy» in the context of: psychological (A. Bandura, J. Rotter, J. Martinez-Pont, D. Myers. G. Lefrançua, M. Gaidar, A. Vovk and others) and pedagogical sciences (V. Sobkin, A. Fomichenko, T. Kremeshnaya and others), its influence on the improvement of the quality of professional teaching activities are examined. The phenomenon «self-efficiency» is defined. The expediency of the formation of the future teachers' professional self-efficiency is grounded. The definitions of the activity-centered, communication-oriented and personal self-efficacy in the professional sphere are presented. The essence of self-consciousness in the development of personality is revealed; the definition of pedagogical self-consciousness is given; the leading role in shaping the pedagogical self-consciousness of the personality, involving its components (self-analysis, self-identification and self-esteem), is emphasized; pedagogical self-awareness is understood as a driving force that influences the formation of pedagogical self-efficiency; moreover, such factors of the future teachers' pedagogical self-consciousness as self-control, self-criticism, self-improvement and self-education are considered. The characteristic of the component structure of the future teachers' professional self-efficiency (reflexive, cognitive and activity-centered, personal components) is given. The reflexive component includes the future teachers' awareness of the importance of their own self-efficiency in solving certain pedagogical tasks, self-analysis and self-assessment of their proficiency / competence level. The cognitive and activity-centered component covers their awareness in the chosen specialty, the availability of the necessary knowledge and skills for a successful professional activity. The personal component includes confidence in their abilities to implement productive educational activities in the cognitive and interpersonal fields, organization skills, the ability to self-regulation, self-reinforcement. The forms and methods of forming the studied construct are presented: the use of an elective course within the pedagogical workshop, its theoretical (lecture) and practical parts (discussion, round table discussions, disputes, gaming technologies and exercises aimed at the development of independence, confidence, etc.), independent work (keeping a reflexive diary, relaxation exercises, self-regulation, auto-suggestion, etc.). The importance of professional self-efficiency to achieve the productivity of pedagogical activities as well as the future teachers' success in moving towards the pedagogical ideal is revealed.