ПРОФЕСІЙНО-ЕСТЕТИЧНА ГОТОВНІСТЬ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО ПЕДАГОГІЧНОЇ ДІЯЛЬНОСТІ

Abstract

In the context of modernization of the national education system there is a need to rethink the experience of theory and practice of training primary school teachers. In the Concept of artistic and aesthetic education of students in secondary schools of Ukraine the purpose of artistic education of the younger generation acquires a new humanistic sound. It is ensured through the perception of works of domestic and foreign art, through the practice of artistic activity and is aimed at forming students' personal and artistic attitude to art, their artistic and figurative thinking, enhancing the need and ability for artistic and creative self-realization and spiritual self-improvement. Students of pedagogical faculties of higher education institutions must have formed moral and aesthetic orientations and clear criteria for evaluating the beautiful in art and the world around them. Future specialists must lay the foundations of pedagogical skills; they must become carriers of aesthetic culture. Therefore, the concept of professional and aesthetic readiness of future primary school teachers today requires a precise understanding of its essence, structure and possibilities of formation in the educational process of higher education. The article considers the problem of professional and aesthetic readiness of future primary school teachers for pedagogical activity. The essence and structure of professional and aesthetic readiness of future specialists are characterized. Theoretical and methodological bases of enhancing professional and aesthetic readiness of the students of pedagogical faculties at higher education institutions are revealed. The structural components of professional and aesthetic readiness of future primary school teachers to carry out pedagogical activities are determined. It is proved that the process of formation of professional and aesthetic readiness of future specialists should be carried out taking into account national features, ethnic traditions, which will be directly included in the process of aesthetic and cultural activities of students. The main requirements for professional and pedagogical training of future primary school teachers are summarized.