ХАРАКТЕРИСТИКА ГОТОВНОСТІ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ЯК ПЕДАГОГІЧНОЇ КАТЕГОРІЇ

Abstract

An analysis of the concept “readiness for professional activity” showed that in modern psychological and pedagogical literature, it did not receive unambiguous interpretation, which is conditioned by the specifics of the activity of a professional specialist and the peculiarities of theoretical approaches to the study of professional human activity. It is established that in spite of some differences in theoretical approaches to the interpretation of the phenomenon of “readiness for the professional activity” and its structure, it is considered in all studies as the primary and obligatory condition for successful performance of any activity.For its characteristics, the following approaches are used: functional, psychological, competence, culturological, person-activity. It is disclosed that readiness for activity, according to a functional approach is understood as a function of the psyche, as a temporary mental state of the subject, as a process and the result of forming the settings of the individual, manifested in its activity. The essence of professional readiness through a person-activity approach, understood as the integral mental form of personality, which is formed in the activity and includes the mental states and qualities of the individual. In terms of a competent approach, readiness for the professional activity is interpreted through professional culture. The psychological approach made it possible to consider the readiness for the professional activity as a complex of interrelated and interdependent psychological qualities, the presence of which should contribute to the successful professional activity. The dialectical relationship of readiness to work and professional competence is that competence is standardized on the basis of readiness, which is part of the structure of professional competence and is regarded as its component. It is proved that readiness for professional activity is a psychic state, a complex of the personality’s properties, and a level of professional culture, the integration of which is a “mental development of personality”; mental development of a person, reflecting professional readiness for activity, is the purpose and the result of its formation; multilayer education, all components of which are interconnected and interdependent, and the absence of at least one of them necessarily leads to a disproportion in the structure of the personality of a specialist.