Аңдатпа
Aim. Empirical research and theoretical substantiation of the types of self-realisation of future teachers who did an educational-professional training course under conditions of a digital educational environment. Investigating the types of self-realisation and establishing statistically significant correlations with the research parameters of educational-professional training for future teachers will allow finding important scientific facts that will possess novelty and be of scientific interest for organisers of educational and scientific activities in a digital educational environment. Methods. The representative sample involved students of the final years of pedagogical educational programmes of Bachelor’s and Master’s studies. Methodological foundations of the research are the main statements of the concepts of self-realisation, self-actualisation and self-regulation in educational activity. Results. Spearman (rs) correlation coefficient allowed us to find that “value orientations”, “time competence”, “cognitive needs” and “creativity of activity” are the most important and dependent parameters. k-means clustering allowed identifying four types of self-realisation: “Value-oriented self-realisation”; “Temporal self-realisation”; “Passive self-realisation” and “Pragmatic self-realisation”. It explained that high external negative motivation in the type of passive self-realisation is not directly related to the process and results of educational-professional activity, but only reflects future teachers’ attitude towards it. It was highlighted that future teachers with a value-oriented type of self-realisation are ready to devote themselves to pedagogical activity and consider it to be the meaning of their life. Conclusion. It was recommended that the established empirical facts possessing cognitive value, scientific and theoretical novelty should be implemented in creation and improvement of a digital educational environment.