ФОРМУВАННЯ ГОТОВНОСТІ ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ ДО ПРОФЕСІЙНОГО ЗРОСТАННЯ В КОНТЕКСТІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ

Abstract

The peculiarities of formation of primary school teacher’s readiness for professional development in the context of vocational training are described. The definitions of concepts that reveal the essence of the identified research issues are highlighted: professional competence, professional readiness, a teacher, mobility, professional self-development. Based on the analysis of theoretical and practical research results, the article presents a typology of educators with different levels of readiness to accept changes both to self-education and lifelong learning. Namely: “passive ones can, but do not want”, “inert ones do not want, and cannot”, “active ones want, but sometimes cannot”,“successful ones can, and want”. The characteristics of the groups mentioned above are offered. The necessity of forming the student’s readiness for professional growth as an integrative quality and a significant factor of the future effective pedagogical activity is noted; the focus is made on professional mobility – an indicator of the effectiveness of the student’s professional readiness. It is shown that the student’s professional readiness is a complex psychological entity that includes the following components: motivational, orientation, operational, volitional and evaluative. The pedagogical conditions, which are necessary for forming the primary school teacher’s readiness for professional development in the context of vocational training (formation of motivational basis of professional self-development; realization of professional preparation of future elementary school teachers on the basis of competency approach, realization of practical training on the basis of principle of lifelong learning) are determined. Key words: professional readiness, professional mobility, professional competence, professional self-development.