Практико-ориентированная площадка как организационный ресурс подготовки педагогов

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.

The students’ readiness for professional activity is the research subject for many scientific teachers. However, the development of students’ readiness for professional activity in different social and geographical contexts is insufficiently studied. The author highlights the aspects of a single-industry town which influence the development of readiness for professional activity among students of secondary vocational educational institutions. They include a narrow range of professions, population migration, and focus on self-employment. The research reviews the educational ways to develop the readiness for professional activity among students of secondary vocational educational institutions in a single-industry town. The study presents, substantiates and describes the following educational ways: ensuring the continuity of career guidance during school and vocational education, the implementation of practice-oriented education. According to the author, the relationship between vocational educational institutions and social partners is of great importance when applying the above-mentioned educational ways.

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.

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 article deals with the actual theoretical and methodical problem of improving the professional training quality of pedagogical disciplines by future teacher in the conditions of the master’s studies. The attention is focused on the creation and implementation in the educational process of the of higher education institution the organizational and pedagogical conditions that ensure the formation of teacher’s readiness for professional activity. The purpose of the article is to substantiate the theoretical and methodological foundations of future teacher preparation on the basis of an andragogical model. The model is based on the organization of the future teachers’ independent work through the use of different theories and innovative technologies. Structural and functional model includes such elements as: aim, motivation, educational process organization, ways to activate students’ independent activity and its result as the readiness of higher education students to teach pedagogical disciplines in higher education institutions. The investigated work allows us to argue that the organization of the educational process on the basis of personal, contextual, theoretical, methodological and activity approaches with the use of undergraduate educational projects in the independent work provided the experimental methodology with sufficient efficiency.

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.

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.

Social intelligence and future teachers’ readiness for professional activity

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.

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 is devoted to an innovative approach to the organization of high-quality education in the training of future primary school teachers from the point of view of modern education and methodology. As an urgent research problem of the modern education system in the formation and development of innovative opportunities for future teachers in their professional activities, their own judgments and conclusions are presented. The article conducts research and presents the results related to determining the meaningful level of preparation of future primary school teachers for innovative professional activities. The authors analyzed the works of foreign and domestic scientists, guided by regulatory documents. As a result of the analysis, the directions of training future specialists were discussed, which will serve as an impetus for the trajectory of professional development based on the innovative activities of students. The authors of the article also developed an author’s survey “What do you know about innovative professional activity” in order to determine the meaningful level of research work. The survey was organized on the basis of empirical methods. 123 students of the educational program 6B130100 - “pedagogy and methods of primary education” took part in the author’s survey, an analysis of the results of the content level and ideas about the need for innovation in future professions was carried out. Analyzing the results of the author’s survey, it was found that students have difficulty understanding the meaning of the concepts of “professional activity”, “innovative activity”, have a desire to use innovative technologies in the educational process, but have low knowledge of new technologies, as well as conclusions that innovative activity is necessary and should be developed for the professional growth of a teacher.. During the analysis of the research results, innovative training of future primary school teachers is being formed. Keywords: future teacher of primary school; innovative activity; professional specialty; experiment; author questionnaire.

Анотація. У статті розкрито категорію «готовність» в аспекті підготовки майбутнього вчителя-реабілітолога в умовах інклюзії. Встановлено, що готовність до педагогічної діяльності розуміється як складне поєднання психічних особливостей і моральних якостей особистості, що складають основу установки майбутнього педагога на усвідомлення функцій педагогічної праці, професійних позицій, оптимальних способів діяльності; співвіднесення своїх здібностей з подоланням труднощів, що виникають при вирішенні професійних завдань і досягненні запланованих результатів. Виділено два основні підходи до характеристики поняття «готовність до діяльності»: функціональний (прояв індивідуальних якостей особистості, що забезпечують ефективність і високу результативність професійної діяльності) і особистісний (певний психічний стан індивіда). Розкрито, що готовність педагогів до роботи в умовах інклюзивного навчання розглядається через такі основні види: науково-теоретичну, психологічну, практичну, що узгоджується із методологічними підходами до визначення готовності, які умовно поділено на функціональний (стан психіки (установка), в якому активізуються такі психічні функції, як уміння мобілізувати психічні і фізичні ресурси), особистісний (прояв індивідуально-особистісних якостей, що формуються в результаті підготовки до певного виду діяльності) та особистісно-діяльнісний (динаміка змін у мотиваційній сфері особистості, формування в ній професійно значущих установок, зміна ціннісно-смислової структури світосприйняття особистості).

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.

In the modern educational space, improving the effectiveness of teaching the basics of economics is becoming a priority, especially given the increasing complexity of economic processes and the need to train competent specialists capable of analyzing and solving real economic problems. In this context, the development and implementation of mathematical modeling methods have acquired special importance as an innovative educational technique that allows students to improve their practical knowledge, analytical skills and critical thinking. Mathematical modeling in economics is a powerful tool that formalizes theoretical concepts, simulates complex relationships between economic variables, and allows predicting market behavior, assessing the effects of various economic policies, and making informed management decisions. As part of the training, models serve as a bridge between abstract theory and practical activities, making the learning process more visual, interactive and task-oriented. The article discusses the main methods and approaches to the application of mathematical modeling in educational activities: from the construction of analytical equations to modern computer software systems such as Excel, R, Python, MATLAB and specialized educational platforms. Practical examples of using models in the study of supply and demand, analysis of macroeconomic policy, evaluation of the effectiveness of production solutions, modeling of economic growth and market mechanisms are analyzed. Special attention is paid to the aspects of integrating mathematical modeling into the educational process, developing students’ skills in working with models, the ability to interpret results, as well as methods to increase motivation to study economics through the practical application of digital technologies and simulations. The article also highlights the advantages and limitations of implementing modeling, as well as the types of possible problems and ways to solve them. Summarizing, we can say that the use of mathematical modeling in teaching the basics of economics contributes to the formation of systematic thinking, analytical competencies and readiness for professional activity in a rapidly changing economy. In the context of digitalization and globalization, the integration of modeling methods into the educational process is an urgent and effective way to improve the quality of training for future economists, managers and analysts.