Складові готовності до навчально-пізнавальної діяльності майбутніх педагогів у процесі професійної підготовки

Abstract

The article analyzes the problem of readiness for educational and cognitive activity of future teachers in the process of professional training in higher education establishment, theoretical and methodological foundations of formation and development of the teacher’s personality in the system of continuing pedagogical education. A number of contradictions of the research are identified: between the objective need for specialists who are ready for integrated educational and cognitive activity and the lack of available knowledge about the essence, content and organization of pedagogical process that ensures its implementation; focusing on the advanced nature of future teachers’ training, ready for systemic innovative transformations in the field of their professional activity and insufficient development of technologies for preparing students for such activity. The essence of the concept of readiness for certain types of activity, including educational and cognitive activity of applicants for higher education is revealed. The main theoretical approaches to the definition of «readiness» are characterized: historical, functional, personal. The concept of long-term and situational (temporary) readiness, their components and indicators are revealed. The concept of readiness for educational and cognitive activity is studied as a complex holistic formation; dynamic phenomenon; a system that is determined by internal and external factors and has its own structure. The essential characteristics of the components of readiness for educational and cognitive activity are represented: necessary-motivational, information-cognitive and reflexive-procedural.