THE ESP LECTURERS’ SELF-DEVELOPMENT COMPETENCE IN HIGHER EDUCATIONAL CONTEXT

Abstract

The article is devoted to the problem of preparing of future ESP teachers in the context of higher education. Taking into account the necessity of solving the problem of acquiring not only purely theoretical and applied linguistic knowledge, but also knowledge from a certain professional area (for example, medicine, pharmacy, economics, law, engineering), the role of the formation of self-development competence as a means of expanding and deepening of vocational training gained at the university is presented. Self-development competence of the ESP teacher is the ability to evaluate one’s professional achievements, to choose the ways of optimizing personal level of intelligence aimed at self-improvement, to practically embody personality changes, control efficiency,  adjust the conditions for self-change. The crucial components of this process are: self-analysis of knowledge, skills and know-hows, that can ensure full inclusion of the individual into professional and pedagogical activity at its highest innovative-creative level; designing ways of their development; selection and realization of corresponding receptions in all spheres of vital functions of the ESP teacher as a carrier and creator of humanistic values in society; self-control and self-correction. Self-development competence provides individuals with a promising opportunity to resolve problems characterized by increasing complexity, gradually expand their professionally important knowledge, master new creative opportunities.