ОСОБЛИВОСТІ ПРОФЕСІЙНО-ПЕДАГОГІЧНОГО СТАНОВЛЕННЯ ВЧИТЕЛЯ ПОЧАТКОВОЇ ЛАНКИ ОСВІТИ НА СУЧАСНОМУ ЕТАПІ РОЗВИТКУ ОСВІТИ

Abstract

In the article, the features of professional and pedagogical development of primary school teachers at the present stage of educational advancement are reviewed. The modern requirements to the professional training of primary school teachers, the stages of becoming a primary school teacher and the formation of professional competencies are analysed; the content of the concepts “professionalism”, “pedagogical skill”, “professional development” and “professional orientation and adaptation” is considered. The problem of determining the formation and development of professional pedagogical training of primary school teachers is relevant, because in the process of preparation of the national pedagogical cadres of the new generation is focused on the disclosure of the specifics of stages of formation and development of professionalpedagogical education in Ukraine. The approaches of the scholars to the definition of development of professionalpedagogical preparation of teachers of primary schools in Ukraine are reviewed. The following concepts were construed, notably the fact that adaptation of teachers to professional activities is a complex dynamic long process of systematic immersion of the teacher into the profession, which involves the formation of professional knowledge, skills, professionally important qualities necessary for further development; pedagogical mastery is the highest level of pedagogical activity and manifestation of creative activities of the teacher’s personality, that is, a complex of personality qualities, which provides self-organization of a high level of professional activity; professional development of a teacher is not only the growth and improvement of professional qualities of the individual, but also the breakdown and professional destruction, which are characterized by changes in the psychological structure of the individual in the process of teaching. It is established that at the stage of becoming a primary school teacher, professional activities are gradually stabilizing and the level of their manifestation is individualized depending on psychological characteristics.