Criteria for the readiness of undergraduates of agricultural universities for future professional and pedagogical activities

Abstract

The article analyzes the formation of the readiness of undergraduates of higher agricultural education for future professional and pedagogical activities. Based on the analysis, it was found that the result of professional and pedagogical training of undergraduates in agricultural universities is formed readiness as an integrative professional and personal education, which is characterized by stable pedagogical orientation and provides a set of knowledge, skills, and abilities necessary for a successful professional and pedagogical activities—institutions of higher education of agrarian profile. The criterion base of the formation of educational and cognitive activity of students of institutions of higher agricultural education is determined and substantiated. Revealing the essence of professional and pedagogical training of undergraduates in agricultural universities, the criteria of their readiness to carry out professional and pedagogical activities (professional-motivational, cognitive-substantive, operational-activity, personal-reflexive) are determined. The professional-motivational criterion characterizes the set of motives, interests, and needs, which determines the orientation of undergraduates to professional and pedagogical activities in conjunction with the awareness of personal qualities to the requirements of activities and conscious motivation of personal aspirations. Cognitive-semantic criterion is the information-semantic basis of the professional and pedagogical activity of undergraduates because their mastering serves as a basis for knowledge and transformation of pedagogical reality, the actualization of the whole set of knowledge concerning solving professional and pedagogical tasks and their transformation into ways of activity—independent cognitive activity of undergraduates. Operational-activity criterion presupposes the formation of skills and experience of creative activity of future specialists, which ensures their ability to find new decision strategies and successfully organize the educational process with students. Personality-reflexive criterion determines the level of self-awareness of the master, which means a set of ideas about himself as a person and teacher-professional (professionally critical personal qualities: creativity, responsibility, communication, decision-making ability), as well as their teaching style in the context of vocational training.