Continuous psychological and pedagogical self-education as an integral resource for forming professional confidence in a young teacher

The research purpose is to identify the significance of continuous psychological and pedagogical self-education in a young teacher’s self-confidence and success in professional activities. Young teachers face following challenges at the stage of entering the profession: a lack of psychological and pedagogical knowledge and practical skills to work with children of different ages and personalities, conflicts with various participants in the educational process, insufficient digital competence, and a lack of certain professionally important qualities et al. To minimize the negative impact of factors that hinder development of self-confidence in personal and professional competencies, young teachers need to continuously improve their psychological, pedagogical, and specialized knowledge. Continuous psychological and pedagogical education is considered as a necessary and advanced form of independent cognitive activity for young teachers with not only personal but also profound national and social significance. Various interpretations of the concept of “self-confidence” are adapted to the personality of a young teacher. The identified principles of continuous psychological and pedagogical self-education as a resource for developing a young teacher's self-confidence are the following: considering changes related to digitalization and technology to improve the modern educational process; the voluntary nature of self-development based on positive motivation and the need for continuous psychological and pedagogical self-education; the implementation of didactic principles such as systematic character, consistency, accessibility, continuity, technologicalization, comprehensiveness et al.; the gradual assessment of methodological and psychological and pedagogical competencies, as well as the self-analysis of the effectiveness of professional activities in teaching and upbringing children.