Students’ self-managed autonomous training

Abstract

Development of a self-governing, independent personality capable to manage self-development and long-life upgrade his/her professional and cultural level is an urgent problem of our time. One of the ways to solve that is self-managed autonomous learning introduction, considered as a learning type that provides the self-management process on educational activities, its internal and external aspects. The interrelation between the notions of self-management, self-interest, autonomy, studying at a higher education institution is investigated. The attention is focused on self-government and self-education concepts and functions differences via training; their features are characterized. The self-management is seen as a process of achieving learning goals, guided and supported by self- responsibility functions implementation and autonomy providence to students during their training. It provides implementation of goal-setting, self-planning, self-organization, self-motivation, self- control functions. The self-training functions are a set of independent student’s self-determinations: expectations, goals, resources, opportunities, culture, own training strategy and model, as well as its manifestation in responsibility, self-motivation, self-regulation, initiative, self-assessment and compliance with training process. All functions of self-government and self-interest in the process of their implementation are integrated, implementing a synergistic effect to achieve the expected learning outcomes. It is found out and divorced the essence of the two concepts of autonomy. From one side the autonomy is a personality’s quality, his/her independence, ability to self-determination in making decisions and actions based on own principles, attitudes, values. Form the other side the autonomy is the recognition and granting a student’s autonomous rights for his/her development and expressing autonomy ...