ВИРOБНИЧA ПРAКТИКA ЯК ПCИXOЛOГIЧНИЙ IНCТРУМEНТ AДAПТAЦIЇ МAЙБУТНIX ПEДAГOГIВ ДO ПРOФECIЙНOЇ ДIЯЛЬНOCТI

Abstract

Introduction. The modern school has an urgent need for young teachers who are able to adequately respond to changes in the educational situation, the specifics of pedagogical systems, new conditions of professional activity. Therefore, the preparation of students for professional activity in the growing demands of the educational system, able to successfully adapt to modern socio-cultural conditions, is becoming increasingly important.Purpose. Substantiation of the main approaches to successful adaptation of future teachers to professional activity in the conditions of higher education institution.Methods. To achieve the goal and achieve the objectives of the study used a number of theoretical and empirical methods: theoretical - analysis, synthesis, generalization, comparison and systematization of Ukrainian and foreign scientific developments in psychological sources on the problem of adaptation of future professionals to professional activities; empirical - testing, surveys to study the psychological features of the formation of structural components and mechanisms of the studied psychological formation.Originality. Theoretical analysis of the notion «professional adaptation» is made, the features, difficulties and phases of the given process have been disclosed. The research results are presented with a view to investigate the peculiarities of professional adaptation in students during the period of their productive practice at school. Students faced with difficulties in their work, distress arising in pedagogical activities, professional and pedagogical orientation and the level of its distinction. The results of conducted research witness the requirement in systemic preparation of the future pedagogical specialists to their professional activities, including commitments targeted to professional culture formation, as well as social and psychological trainings in positive professional behavior.Conclusion. It is pedagogical practice that has great potential for the formation of an internal attitude to the pedagogical profession. In the process of practice the process of professional development of the future teacher, his self-education and self-education is intensified, the degree of professional readiness and suitability for pedagogical activity, the level of pedagogical orientation is checked. The activity of students during practice is analogous to the professional activity of a teacher, which is adequate to the content and structure of pedagogical activity and is organized in the real conditions of the new Ukrainian school.