Professional self-direction of a teacher: structure, development stages and adaptive capabilities

The article discusses the professional self-regulation of teachers, explores its structure, defines the stages of formation and the importance from the point of view of adaptation of teachers in the professional pedagogical environment. It is proved that ignoring the teacher’s professional self-regulation as an important area of professional education cannot ensure the quality training of future teachers for productive teaching activities. The author offers a conceptual model of adaptation of future teachers to the conditions of professional activity, defines the concept of “regulatory experience”, considers the resources of adaptation of a person to the conditions of pedagogical activity.