SELF-ASSESSMENT OF OWN ACTIVITY AS A CONDITION FOR IMPROVING PROFESSIONAL COMPETENCE CORRECTIONAL TEACHERS

One of the components of a modern Ukrainian school is a creative and responsible teacher who constantly works on himself. In the theory of special pedagogy, it has been proven that the self-development of a correctional teacher, his ability to evaluate his activities, improve professional competence is a significant condition for the quality of education and correctional work with children with special needs. The article highlights the results of the study of self-assessment of the quality of professional activity of correctional teachers, their attitude to professional development. Experts from four educational and rehabilitation institutions from three regions of Ukraine took part in the survey using the Google Forms tool. The analysis of the survey results shows the dominance of subjective factors in teachers’ self-esteem. The vast majorities of them understand the importance of professional growth and plan to improve their qualifications. Preference is given to active forms. The analysis of the problems identified by the respondents for professional development shows that they are interested in the content and methods of working with children, modern approaches to teaching children with SEN, various aspects of student socialization. The conducted research shows that correctional teachers in different regions of Ukraine are equally serious about professional competence and the need to improve it. However, they lack real criteria and indicators for self-assessment of the quality of professional activity. The development of such indicators and corresponding methodical recommendations should become a perspective for the study of the problem. Keywords: professional competence; quality of pedagogical activity; self-esteem; correctional teachers; special education; certification training; education of children with special educational needs; self development.