ЗАСТОСУВАННЯ ДІЯЛЬНІСНО-ТЕХНОЛОГІЧНОГО КРИТЕРІЮ ДЛЯ ВИЗНАЧЕННЯ ГОТОВНОСТІ МАЙБУТНІХ ЛОГОПЕДІВ ДО ВЗАЄМОДІЇ З ДІТЬМИ ІЗ МОВЛЕННЄВИМИ ПОРУШЕННЯМИ

Abstract

The article substantiates the importance of applying the activity-technological criterion to determine the readiness of future speech therapists for interaction with children with speech disorders. It is indicated that modern speech therapy education requires the use of new algorithms for diagnosing the levels of readiness for professional activities of future speech therapists, in particular for interaction with children with speech disorders. The professional activity of a future speech therapist is defined as an important type of pedagogical activity, for which future speech therapists must have design, organizational, executive and evaluation skills, an individual style of activity, a high level of self-awareness, an ability to self-development and self-improvement. Theoretical analysis of the problem of training of future speech therapists allowed to determine the criteria of future speech therapist’s readiness for professional activity: motivational and personal, informational and competence, activity and technological. The integration of the content of all structural criteria ensures the process of forming future speech therapist’s readiness for professional activity. The program for forming professional readiness of future speech therapists for interaction with children with speech disorders has been developed and implemented to test the readiness of future speech therapists for professional activity according to the activity-technological criterion. The program is based on an additional invariant and variant, the priority of practice and variability of programs of academic disciplines that enhance the training of students. The necessary conditions for the formation of future speech therapist’s readiness for professional activity are the knowledge and skills acquired as a result of communication and professional experience. Application of activity-technological criterion in the conditions of the program of formation of professional readiness of future teachers-speech therapists for interaction with children with speech disorders let us to assert that enhancing of all types of professional practice by practice-oriented purposes, tasks, professional content, by using the strategies of interaction between teachers, heads of professional practice and speech therapists, optimize the process of forming the future speech therapist’s readiness for professional activity.