Педагогические пути формирования готовности студентов учреждений СПО к профессиональной деятельности в условиях моногорода

One of the key problems of modern higher education is the development of programs and teaching methods relevant to the conditions of the digital educational environment, characterized by openness, variability, multiculturalism, polymodality and dynamism. At the same time, the question of the psychological readiness of teachers for activities in the new conditions comes to the fore. The article gives a brief overview of the works on the issue of readiness. The predictors of the university teachers’ readiness for activities in the electronic informational and educational environment are described. The role of the variative and invariant aspects of teachers’ readiness for changes in the system of higher education is shown. A model of the university teachers’ readiness for professional activities in the context of digitalization of education is proposed, which includes selfregulatory, motivational, value-semantic, and operational components; possible methods for diagnosing these components are described.

The article deals with the author's approaches to the estimation of the readiness of future psychology Masters for professional activity in conditions of informal education. It is shown that the concept of "level" should be interpreted as the degree of achievement by a future psychology Master of certain results of preparation for professional activity in conditions of informal education, which correlate with the author's vision of such preparation results. Considering the national traditions for the separation of preparation levels and according to the essence of the phenomenon under study, three levels of psychology Masters’ readiness for professional activity in the conditions of informal education are determined: critical (low), sufficient (secondary) and optimal (high). The qualitative characteristics of the degrees of manifestation of cognitive, operative, and axiological criteria for each structural component of the readiness are presented. The levels of psychology Master’s readiness for professional activity in informal education are characterized. The optimum level of Master’s readiness in terms of the pedagogical structural component is characterized by full awareness of himself as a teacher of informal education, a person who has psychological and pedagogical knowledge and skills related to the peculiarities of professional activity in conditions of informal education. The optimum level of Master’s readiness in terms of the entrepreneurial structural component is characterized by the presence of operational knowledge of the legal framework of informal education, full understanding of its prospects, social and economic opportunities. Master's ability to present himself is fully formed, and the ability to act in uncertainty, take financial decisions, develop, plan and manage educational business projects of informal education is fully formed. The optimum level of Master’s readiness in terms of the technological structural component is characterized by knowledge of electronic educational resources, Internet services, web-technologies, etc. The optimum level of Master’s readiness in terms of the leadership structural component is characterized by high ability to influence other people and properly formed skills to convince them. Key words: professional training, masters in psychology, informal education, readiness, assessment, level

The theoretical study of the professional training of physical education teachers considers this process as a dynamic one, in which educational goals are realized and the necessary competencies are formed. An important aspect is the creation of an integrated system of continuous learning that promotes personal development and training of personnel in various areas of educational activity, taking into account the needs of participants in the pedagogical process. The training of a future physical education teacher at a pedagogical university has its own specific characteristics, depending on the chosen specialty. The content of this training includes the implementation of an integrated pedagogical process aimed at nurturing the physical culture of an individual. This requires an expanded interpretation of the content of pedagogical education and the identification of components of readiness for professional activity: motivational, theoretical and practical-creative. Each of these components performs certain functions and is relatively independent. The motivational component is responsible for the desire for professional growth, the theoretical component is responsible for mastering knowledge and skills, and the practical-creative component is responsible for the application of this knowledge in practice. Such a structure provides the opportunity to implement various types of professional and pedagogical activity. The problem of defining the essential characteristics of a physical education teacher's readiness for professional activity is not new, but there is no single interpretation. It is often identified with other categories, such as preparedness, competence and professionalism. These characteristics determine the requirements for the teacher's personality and his/her work activity. The results of this study are of practical importance, since their theoretical provisions create the prerequisites for the scientific substantiation of the training of future physical education teachers. This includes the implementation of a holistic pedagogical process of developing students' physical education, which is relevant in the context of modern educational requirements.

Введение. Статья посвящена проблеме профессиональной подготовки студентов педагогических вузов к деятельности классного руководителя как важной составляющей педагогической деятельности. Обосновывается необходимость использования интерактивных методов обучения в процессе преподавания курса «Педагогика». Цель статьи – раскрыть возможности использования настольной игры «Самый классный классный» как средства подготовки студентов педагогических вузов к профессиональной деятельности, в частности к деятельности классного руководителя. Практическая значимость результатов исследования заключается в их использовании преподавателями высшей школы при организации процесса профессиональной подготовки будущих учителей к профессиональной деятельности. Материалы и методы. Основными методами исследования являются теоретические методы: анализ психолого-педагогической литературы, прогнозирование, теоретико-методологический анализ; эмпирические методы: анкетирование, наблюдение, эксперимент, статистические методы обработки данных. Результаты.Проанализирована возможность и необходимость использования интерактивных методов обучения в процессе преподавания курса «Педагогики», а также подготовки студентов к производственной педагогической практике в образовательных организациях. Разработана настольная игра «Самый классный классный», описан опыт ее использования в процессе практических занятий в рамках курса «Педагогика». Обсуждение. Подчеркивается, что результатом исследования является эффективная организация процесса подготовки к профессиональной деятельности, ее практико-ориентированная направленность. Результатом использования настольной игры «Самый классный классный» является более высокий уровень готовности студентов педагогических вузов к производственной педагогической практике в образовательных организациях, в частности к деятельности классного руководителя, а также формирование профессиональных компетенций, обеспечивающих высокие результаты воспитательной работы и развития детей. Заключение.Делается вывод о том, что использование интерактивных методов обучения в процессе преподавания курса «Педагогика» способствует более высокому уровню готовности студентов к профессиональной деятельности. Разработанная и апробированная настольная игра «Самый классный классный» обеспечивает готовность студентов к деятельности классного руководителя в процессе производственной педагогической практики в образовательных организациях, что подтверждено результатами проведенной опытно-экспериментальной работы. Ключевые слова: деятельность классного руководителя, подготовка к профессиональной деятельности, формирование профессиональных компетенций, интерактивные методы обучения, настольная игра. Основные положения: – дана характеристика и доказана эффективность использования интерактивных методов обучения студентов в процессе преподавания курса «Педагогика»; – апробирована настольная игра «Самый классный классный» как эффективный практико-ориентированный метод обучения в процессе практических занятий; – разработана критериально-уровневая характеристика готовности студентов к деятельности классного руководителя как важной составляющей педагогической деятельности. Introduction. The article is devoted to the problem of professional training of pedagogical university students for class teacher activity as an important component of pedagogical activities. The necessity of using interactive teaching methods in the process of teaching subject “Pedagogy" is substantiated. The purpose of the article is to reveal the possibility of using Board game "The coolest class teacher" as a means of pedagogical university students training for professional activities, in particular to class teacher activity. The practical significance of the research results lies in their use by teachers of higher education in the organization of future teachers professional training process for professional activity. Materials and methods. The main methods of research are theoretical methods: analysis of psychological and pedagogical literature, forecasting, theoretical and methodological analysis; empirical methods: questioning, observation, experiment, statistical methods of data processing. Results. The authors analyze possibility and necessity of using interactive teaching methods in the process of teaching subject "Pedagogy", as well as preparing students for practical training in educational institutions. Board game "The coolest class teacher" is developed, and its use in the process of practical training at the subject "Pedagogy" is described. Discussion. It is emphasized that the research result is effective preparation organization for professional activity process, its practically oriented character. The result of Board game "The coolest class teacher" usage is a higher level of pedagogical universities students’ readiness for pedagogical practice in educational institutions, in particular to class teacher activities, as well as professional competencies formation that ensure high results in bringing-up and children’s development. Conclusion. It is concluded that interactive teaching methods usage in teaching subject "Pedagogy" process contributes to a higher level of students’ readiness for professional activities. Developed and tested Board game "The coolest class teacher" ensures students’ readiness for class teacher activities in pedagogical practice process in educational organizations, which is confirmed by experimental work results. Key words: class teacher activity, preparation for professional activity, professional competences formation, interactive training methods, Board game. Highlights: Interactive methods usage in students’ training is characterized and their efficiency in teaching "Pedagogy" is proved; Board game "The coolest class teacher" is tested as an effective practically oriented teaching method in practical training process; Criterion and level characteristic of students’ readiness for class teacher activity as an important pedagogical activity component is developed.

Представления о мире объективированы во фразеологических единицах, отражающих общечеловеческие ценности, которые являются приобретенными в период взросления и вступления во взрослую жизнь. В статье поднимается вопрос формирования фразеологической картины мира у обучающихся в учебных заведениях среднего профессионального образования России. Отмечается разница между сформированными фразеологическими картинами мира обучающихся на базе девяти (десяти) классов основного общего образования и обучающихся в высших учебных заведениях. Сопоставляются фразеологические картины мира русскоязычных и иноязычных обучающихся. Отмечено влияние возраста, уровня образования и жизненного опыта на широту используемых в речи фразеологизмов. Доказывается, что формирование картины мира зависит не только от семьи и социальной среды, в которой рос и воспитывался человек, но и от его умений и желаний познавать этот мир. Определяются основные факторы, влияющие на формирование концептов фразеологических картин мира. На основании интерпретации обучающимися фразеологических единиц делается вывод об эволюции языка. Ideas about the world are objectified in phraseological units reflecting universal human values that are acquired over time growing up and entering adulthood. The article raises the issue of the formation of a phraseological picture of the world among students in educational institutions of secondary vocational education in Russia. There is a difference between the formed phraseological pictures of the world of students on the basis of nine/ten grades of basic general education and students in higher educational institutions. The phraseological pictures of the world of Russian-speaking and foreign-speaking students are compared. The influence of age, level of education and life experience on the breadth of phraseological units used in speech is noted. It is proved that the formation of a picture of the world depends not only on the family and the social environment in which a person grew up and was brought up, but also on his skills and desires to explore this world. The main factors influencing the formation of concepts of phraseological pictures of the world are determined. Based on the interpretation of phraseological units by students, a conclusion is made about the evolution of the language.

The article reveals the content and structural aspects of practice-oriented ecological training of future ecologists in the context of their readiness for professional activity. The forms of this activity are distinguished: reproductive, reconstructive, research. The types of professional activity are distinguished: scientific and research; design and production; expert control; educational. The essence of participation of future ecologists in educational-practical, scientific-practical and practical activities in society is revealed. In the educational activity, the educational and reconstructive and educational and research activities of the recipients are distinguished. The forms of their implementation are defined: laboratory practicum, field practicum, industrial practice. A system of organizing practice-oriented activity of the acquirers as a set of interconnected structural and functional components subordinated to the goal of training future ecologists has been developed. Its structural components are disclosed: the purpose of training, subjects of the educational process, the content of training, methods and forms of the educational process, and the material base (means). Selected areas of practice-oriented activity: anthropocentric, nature-centric and ecocentric, depending on what goal the acquirer sets and what results he wants to achieve. The focus of practice-oriented activities on conservation, restoration (returning to the former normal state), on the improvement of the social, natural and natural environment, on the rational use of natural resources is revealed. The structure of readiness of future ecologists for professional activity through axiological, cognitive and operational-activity components is revealed. The definition of the concept of "practically oriented ecological activity" is presented as a part of the holistic professional training of students, aimed at the development of moral and ecological values, ecological knowledge, the acquisition of skills and abilities to apply the acquired knowledge in practice, in the process of which students learn to preserve and restore the natural environment, not disturbing natural biogeocenoses.

Formation of professional self-awareness of future specialists in the process of their educational activity is one of the leading problems of modern psychological science. In modern Russia, the problem of formation of professional self-awareness of youth, organization of psychological and pedagogical conditions of its formation has become relevant in connection with the changed socio-economic conditions that arose in connection with the process of formation of a new civil society, modernization in the field of education, including professional, as well as with a significant need to transform the attitude of the subject of labor to his professional activity. The purpose of the study was to study the influence of additional education on the formation of professional self-awareness of youth. The study involved 130 students of state educational institutions of primary and secondary vocational education under the jurisdiction of the Committee on Education of St. Petersburg, included in the system of additional education, aged 17 to 22 years (including 15 boys and 15 girls), and 130 students of state educational institutions of primary and secondary vocational education under the jurisdiction of the Committee on Education of St. Petersburg, not included in the system of additional education, aged 17 to 22 years (including 15 boys and 15 girls). The following methods were used in the study: "Questionnaire for determining the level of professional orientation of students" (UPN) by T.D. Dubovitskaya; Methodology for the study of self-attitude (MIS) by S.R. Panteleev; Questionnaire "Stylish self-regulation of human behavior" by V.I. Morosanova, E.M. Konoz; Methodology for diagnosing socio-psychological attitudes of the individual in the motivational-needs sphere by O.F. Potemkina; Self-actualization test by E. Shostrom adapted by L. Ya. Gozman, M. V. Kroz, M. V. Latyn; “Personal Differential” (PD) method (version adapted at the Bekhterev Research Institute). To process the obtained data, methods of quantitative and qualitative data analysis were used (descriptive statistics methods, comparative analysis (Student’s t-test)). Before the comparative analysis, the empirical distribution was checked for normality using the Kolmogorov-Smirnov statistical normality test (with Liljefors correction). Statistical data processing was performed using the SPSS 23.0 Statistics 28.0.1 software package. The study found that students included in the system of additional education have a better developed cognitive component of professional self-awareness, realized in self-knowledge, an emotional component expressed in self-understanding as an evaluative and emotional attitude towards oneself, self-respect and self-acceptance, an operational component of professional self-awareness, as well as a motivational and target component realized in the desire for self-actualization. The results obtained allow us to conclude that additional education plays a positive role in developing professional self-awareness of young people. The system of additional education forms professional self-awareness, a sense of self-worth, and promotes the disclosure of personal and leadership potential, which will contribute to successful career building.

The article presents and theoretically substantiates the criterias, indicators and levels of preparedness of primary school teachers for integrated learning as one of the leading innovative activities on the modernization of the educational system in Ukraine, analyzes different approaches to determining the components and criterias of teachers' readiness for various aspects of activity in the research of domestic and foreign scientists. Based on the analysis, the author states that there is no single approach to determining the criterias of teachers' readiness for professional activity and the tendency of most scholars to choose criterias from the point of view of motivational, personal, cognitive, activity, and reflective structural components. Due to this connection, it is proposed to distinguish axiological-motivational, personality-creative, cognitive-epistemological, operationalactivity and reflexive-evaluation criteria of the readiness of primary school teachers to integrate learning and to characterize their indicators, to identify and adapt their indicators, heuristic-search, and creative-productive levels of professional readiness. The obtained scientific results are organized into a single table "The Criterias, indicators and levels of readiness of primary school teachers for integrated learning", which visualizes the findings of the study and focuses on the certain logic of the proposed components. The author has been provided the prospect of further scientific researches in the creation of diagnostic methods for the effective evaluation of indicators of professional readiness and organization of pedagogical experiment for their implementation in the practice of postgraduate pedagogical education.

The author substantiates the relevance and significance of the study both for improving the level of professionalism of future primary school teachers, and for improving the learning process of younger students. The author conducted a theoretical analysis of the concepts of "speech activity", "readiness for professional activity", "readiness for organizing speech activity", and "pedagogical conditions". The author considers the readiness to organize speech activity as a complex of psychological and pedagogical knowledge about speech development, skills for studying the features of speech activity, and the use of these data in the pedagogical process of primary school. The article presents the results of a survey of students in order to identify ideas about the readiness of students to organize speech activity, and reveals the pedagogical conditions for its formation. Based on the theoretical analysis of sources and survey results, the author draws conclusions

The article discusses the problem of pedagogical abilities in psychology. Foreign publications of the 1980s on this issue are analysed. The following research areas are highlighted: abilities as conditions for the formation of teachers’ readiness for professional activity; various types of pedagogical abilities; self-efficacy as an integral characteristic of the qualities and abilities of a teacher. Theoretical and methodological foundations for developing the problem of pedagogical abilities in foreign psychology of the studied period are determined - sociological, organisational, pedagogical and psychological approaches.

The article analyzes the history of the use of such terms as "readiness" and "readiness for professional activity" in scientific terminology. A conclusion is drawn about the multifaceted nature of scientists' interpretations of this phenomenon. Based on the terminological analysis, the definition of the concept "readiness of future education managers to the usage of digital technologies" is formulated as a personal property of a specialist, which characterizes their ability to successfully design, implement, and modify the educational process through the use of digital technologies and integrates the desire of the future specialist to use digital technologies to ensure the success of their own professional activity. The components of the readiness of future education managers to the usage of digital technologies are determined, namely, personal and motivational (determines the focus of the future education manager on future professional activities using digital technologies), cognitive (characterizes the presence of specialized knowledge that forms a theoretical basis for the successful implementation of professional activities using digital technologies), activity (distinguishes specialized skills to use digital technologies to create a digital educational environment), reflective (expresses awareness of one's own professional activity of an education manager, belief in one's own capabilities to manage the educational process by means of digital technologies) components. A conclusion was made about the integrity, interconnectedness and mutual influence of these components.

Social intelligence and future teachers’ readiness for professional activity

The article deals with the problem of motivational aspects creation, definition of motive groups and students’ readiness to perform professional activity of teacher assistants, namely to cooperation with a teacher and teaching children with special needs. Determined, that the effectiveness of the professional training of future teacher assistants is largely due to the motivation for training. The purpose of the article is to analyze the results of study motivation study students and readiness for professional activity and determination of reasons for unpreparedness to fulfill their professional obligations. To study the peculiarities of the motivation of teaching future correctional teachers, the use of the following methods were followed: modified A. Rean, V. Yakunin; questionnaire According to the results of the methodology, the predominance of cognitive motifs of learning, in particular, "to become a highly qualified specialist" and "to receive a scholarship" was found. Dominant the social motivation for learning is "keeping up with classmates", "getting a diploma". The results of the survey showed that most of them students make the choice of the future profession unknowingly, that in the process of education is manifested in insufficient the formation of a positive and active attitude to learning. Low wages in our country repel students to work in the chosen specialty. According to the results of the questionnaire, students are not all ready to work in the inclusive class with children with special needs. A generalized analysis of the results showed the need for professional formation directed motivation of training and readiness for work. The article outlines the reasons for the unpreparedness to fulfill their professional obligations in the process of training in higher education institutions, testing of which will be promising direction of research.

One of the components of a teacher's readiness for professional activity is his mastery of various educational and upbringing technologies. Coaching techniques develop the potential of people and teams on the basis of subjectivity, reveal the inner potential of the individual, contribute to the achievement of pre-agreed goals, self-generation of optimal ways and methods of achieving goals, self-assessment, monitoring and monitoring tasks, change behavior patterns, implement educational process. In terms of improving the preparation of future elementary school teachers in partnership with parents of primary school children, we pay attention to the use of coaching technologies in the work of teachers with parents and in vocational education. Coaching technology is new for future elementary school teachers, as it is practically not used in work with younger students. However, in working with parents of students, this technology is effective in terms of taking into account the peculiarities of interaction with adults who already have some life experience. The advantage of using coaching technology in working with parents of elementary school children is that it helps adult participants in the educational process to independently determine the goals of activities, quickly find ways to solve difficult situations in the upbringing and development of children based on their own experiences. The article reveals the components of the readiness of primary school teachers to work with parents of primary school children (value- motivational, cognitive, activity-operational and reflective) and gives examples of the use of coaching techniques (transformational conversation, "Cartesian questions"), case studies, R. Dilts ", method" SWOT ", techniques" What if? ") In teaching students of pedagogical specialties in order to achieve professionalism of teachers in further communication with participants in the educational process. Further research should be aimed at detailing the topics of educational and life situations that will inevitably arise in the pedagogical career of working with parents.

The paper considers the relevance of the formation of general competencies of future technicians-ecologists. The authors analyzed the concept of “competency” and determined its components. The paper presents the key results of the experimental study extending the theoretical and methodological approaches to the formation of general competencies of the students-ecologists in the institutions of vocational secondary education. The authors gave the model of formation and evaluation of general competencies of the students-ecologists and developed the criteria and diagnostic tools that allow controlling the process of the students’ general competencies formation. The authors selected and adapted the diagnostic tools for assessment of the level of formedness of the selected competency according to each component: motivational, cognitive, and activity-based. Special aspects of the experimental groups’ selection are described. The qualitative results of the ascertaining stage for determination of the level of general competencies’ formedness by each component are presented. The authors considered the educational conditions for general competencies formation, evaluated the suggested model within these conditions, and presented the results of the study on the level of formedness of understanding of the social significance of future profession and the demonstration of strong interest for it by the students-ecologists. The authors suggested the academic course “Principles of management of the environment and natural resources” aimed at the formation of general competencies of the students-ecologists in the institutions of secondary vocational education and carried out the educational experiment using the developed course on the base of secondary technical school. The assessment of the results of the study of the formation of general competencies of the students-ecologists in the institutions of secondary vocational education is given. The authors give the quantitative data on the results of the educational experiment according to each component, describe the growth dynamics of the general competencies’ formedness level, and consider the results of the educational experiment on the determination of the efficiency of the developed technology for formation of general competencies of the future ecologists.