The article deals with the problems of professional self-assessment of a future special teacher. Previously,various approaches were investigated in determining the necessary personal and professionalqualities, the content of education and professional training of a teacher. For the personality of the futurespecial teacher today it is necessary to develop such qualities as competence, decency, politeness,self-control of their personal and professional behavior. The analysis of scientific works and empiricalexperience has shown the importance of a holistic study of the professional qualities of a future specialteacher. The purpose of the research is the scientific substantiation of the development of professionalself–esteem of the future special teacher. A structural and meaningful model of the development ofprofessional self-esteem of students-future special teacher was developed. The model includes threecomponents: cognitive, motivational, and self-management. The experiment was attended by 220 studentsAbai KazNPU. To establish the level of self-government and self-esteem, diagnostics were used:I. Motkov’s questionn aire, G.Kazantseva’s questionnaire “Self-assessment of personality”, as well asdiagnostics of Bubnova’s value orientations. The results of the study made it possible to establish anaverage level of self-management and self-development among students of the 2-3 courses, higher thanaverage in the 4th year. The number of students with normal self-esteem by the 4th year increases from46.7% to 64.3%. For the development of self-management and self-esteem of students, a new course“Self-assessment elective course” was tested.Key words: self-assessment, self-improvement, professional, Correctional pedagogy, special education.

Modular learning (ML) provides flexibility in the educational process, supports individualized learning, and emphasizes the practical competencies of future educators. This study assessed the impact of ML on the effectiveness of training future educators to develop algorithmic skills (AS) in preschool children. The study employed a quantitative approach using an experimental design. A total of 320 students were selected from Abai Kazakh National Pedagogical University. The assignment procedure was randomized within each program to ensure a balanced distribution of participants across groups. Results indicated that the experimental group (EG) demonstrated significant improvements in professional competencies, confidence in applying AS, and practical skills. Differences between the experimental and control groups (CG) were statistically significant across all measures (p<0.001). The findings confirm that a ML approach, combining theory, practice, and reflection, effectively enhances the readiness of future preschool teachers to foster algorithmic thinking in children. These results highlight the efficacy of ML for improving teacher training programs and suggest its applicability in diverse educational contexts.

The article considers the professionally important qualities of a special education teacher, the structural components of the pedagogical image, and discusses the results of introducing the model of forming the pedagogical image of a pedagogical Image of future teachers in the field of special education. For the development of personal and professional characteristics of a teacher working with children with disabilities, it is important to pay attention to the development of skills to communicate with such children and the formation of a pedagogical image as an important component of professional competence. The research purpose: to determine the theoretical foundations of the psychological and pedagogical conditions for the formation of the pedagogical image of the special education future teacher, to develop a methodology and conduct an experimental evaluation of its effectiveness. Application of this research: consideration of the teacher's image as an important component of professional competence allows to identify the principles and conditions for the organization and implementation of image-forming developmental activities in the educational process of the university, as well as to suggest ways to form the pedagogical image of the future special education teacher.