Readiness For Pedagogical Activity Research Articles

THE MOTIVATION COMPONENT OF READINESS FOR PROFESSIONAL ACTIVITIES IN THE APPLICANTS FOR HIGHER PEDAGOGICAL EDUCATION

The motivation component of readiness for professional activities in the applicants for higher pedagogical education is investigated. The relevance of the research stems from the fact that in the process of a teacher's professional activity, his/her motivation becomes an essential aspect of the specified activity. Therefore, one of the key problems of psychological and pedagogical science is connected with the study of the motivational sphere of the participants in the educational process as a leading factor in the effectiveness of educational activities. This, in turn, involves the study of realized motives involved in the formation of a personality, being a unique and free entity capable of self-determination as an important component of readiness for a certain activity. Readiness for pedagogical activity is understood as an integral formation of the personality, which consists in a focusing on pedagogical activity, arising on the basis of a positive attitude towards such activity and being conditioned by personality needs and sustainable motives, by awareness of the social significance of work, as well as by presence of professionally important and socially significant qualities, that ensure proper performance of professional duties. It was found that the motivation for the teacher's professional activity reveals a complex structure and hierarchy, and the teacher's activity is prompted by several motives forming a motivational complex that makes up a system or hierarchy of motives. In order to study the motives of future professional activity in the students of pedagogical specialties, a study of student motivation for obtaining higher education at Zhytomyr Ivan Franko State University in 2021-2022 was conducted. It was determined that the motives that occupy the leading place in the professional activity of a future teacher are being constantly actualized, act and exert a significant motivational influence on human activity; these are real motives. Some other motives, located at the bottom of the hierarchy of motives, have little influence on human activity and are often not detected at all; these are potential motives that can be actualized under certain circumstances.

Формирование готовности аспирантов к педагогической деятельности в классическом университете в рамках изучения курса «Педагогика высшей школы»

In the introduction it is stated that forming graduate students’ readiness for pedagogical activity is based on the methodology of the post-non-classical science, which allows to use qualitative research methods aimed at interpreting opinions, standpoints, values of the actors as legitimate “data” and to define understanding of pedagogical activity’s specifics and the key trends in the development of higher education. Theoretical analysis is dedicated to understanding the purpose and meaning of pedagogical activity of a university professor from the standpoint of holistic approach. The article analyses valuable, theoretical and technological components of activity. It is pointed out that pedagogical activity can be logically analysed as a type of activity aimed at certain pedagogical problems. Empirical analysis is built around describing research results within the framework of solving academic pedagogical tasks by graduate students of Saratov State National Research University within the framework of the course named “University-level Pedagogics”. The article presents the results of academic tasks performed by graduate students. Conclusion Graduate students working as teaching assistants and instructors showed greater psychological readiness to carry out teaching activities at university. On the one hand, a significant fraction of graduate students has virtually no experience in teaching and, due to this, has certain expectations of teaching practice; on the other hand, the empirical study results indicate that it is this category that is interested in working under conditions of changes in the digital environment and mastering new educational technologies.

Fundamentals of psychological readiness for the profession for fitness and recreation professionals: psychological and pedagogical problem

An attempt is made to explore the specifics of psychological readiness for professional activity, in particular as a basis for future pedagogical activities of fitness and recreation professionals in the context of psychological and pedagogical problems. Theoretical analysis of the study of the concept of "psychological readiness" in modern science and summarizes the characteristics, states and mental processes of the individual that lead to professional activity in the field of knowledge 01 Education / Pedagogy.
 Despite the different approaches in research, most authors consider psychological readiness as a specific phenomenon - an integrative formation that has a complex, dynamic, multicomponent structure. Summarizing research data on the problem of psychological readiness for teaching, we state the fact that they are not mutually exclusive, but expand, deepen and complement the idea of the complexity and diversity of the concept of psychological readiness for teaching. It was found that in the structure of professional activity of educators most researchers highlight the presence of: adequate motivation; general and special knowledge; professional skills and abilities; professionally important personality traits. Motivation is conditioned by a positive attitude to professional activity, in obtaining the necessary amount of special and psychological knowledge, professional skills and abilities, focus on high results of pedagogical activity, the desire for professionalism.
 It is investigated that the structure of psychological readiness for pedagogical activity consists of such general components as: orientation, psychological and pedagogical knowledge and professional skills (more often they are considered as the main characteristics of teacher competence), ability. Most of the authors single out these components as the main integral characteristics. The study identified three main levels of psychological readiness in psychology, such as: the level of non- professional training, pre-vocational training, vocational training. Identifying the level of psychological readiness is very important for the quality functioning of the educational and training process, so various psychological techniques are used, working at the level of basic personality traits and states in general, and at the level of professional competence and cognitive abilities of future fitness and recreation specialists in particular.

Professional Training of Future Masters of Preschool Education for the Formation of Engineering Skills of Preschoolers

The article is devoted to the theoretical substantiation of the expediency of preparing future masters of preschool education for the formation of engineering skills in preschool children; analysis of scientists’ research on the problem of students’ readiness for pedagogical activity. Some issues of training future masters of preschool education to organize the formation of engineering skills in preschoolers as a necessary component of future professional activity are presented. The readiness of future masters for the formation of engineering skills is interpreted as a special new component in the personality structure, which determines the direction and nature of professional and pedagogical activities, its focus on engineering training of preschool children, consistent actualization in emotional and volitional acts and relevant means of engineering. Innovative ways to improve the professional training of future specialists in the field of preschool education at the second (master's) level are identified, taking into account the formation of competencies defined in the educational and professional training program for masters of specialty 012 Preschool education. Methodical recommendations for future masters of preschool education on the formation of engineering skills in preschool children are given. The essence of engineering thinking is determined as well as the ways of its formation and development in preschool children in the process of relevant activities. LEGO-design and other types of technical creativity are highlighted. The algorithm of formation of engineering skills in children is singled out, which, according to the author, is carried out in stages: "I am a researcher", "I am a designer", "I am a specialist", "I am an artist". The system principles of cooperation of the preschool institution with parents for future masters of preschool education on the formation of engineering skills in preschool children are highlighted.

ФОРМИРОВАНИЕ ПСИХОЛОГИЧЕСКОЙ ГОТОВНОСТИ БУДУЩИХ ПЕДАГОГОВ К ДЕЯТЕЛЬНОСТИ В УСЛОВИЯХ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ

The article presents the results of the implementation of the psychological and pedagogical model of the students’ psychological readiness formation for pedagogical activity in inclusive education. The relevance of this topic depends on the introduction of the inclusive education model into the educational system of the Russian Federation, which clearly indicated the issue of preparing future teachers for professional activity in the educational inclusion conditions at the stage of study in a university. Currently, there is a need to develop effective organizational forms, methods, and programs for the formation of professional and personal qualities in students which are necessary for teachers of inclusive education. The formation of the psychological readiness of future teachers to work in inclusive education should be of great importance as a factor in the successful implementation of an inclusive approach by teachers in their professional activities. The aim of the research was to study the effectiveness of the developed psychological and pedagogical model of psychological readiness formation of future teachers for activities in inclusive education. The research was conducted on the basis of the Mari State University. The author’s definition of a teacher’s psychological readiness for activities in inclusive education is formulated. The paper gives the description of its structure and components, in accordance with which the methods of empirical research and data processing are determined. The article presents the developed psychological and pedagogical model of the psychological readiness formation of future teachers for activities in inclusive education. Within the framework of this model, formation of students’ psychological readiness for pedagogical activity in inclusive education is implemented at the final year of study on the basis of the general readiness of students for pedagogical activity, formed in the previous stages of education. The study results indicate significant changes in the indicators of the formation of structural components and the structure of students’ psychological readiness. This confirms the effectiveness of the implementation of the psychological and pedagogical model of the students’ psychological readiness formation for pedagogical activity in inclusive education.

Readiness for pedagogical activity as a criterion for the development of inclusive practice in the education system of the Republic of Tatarstan

An interdisciplinary study examines the problems of implementing the concept of inclusive education in the education system of the Republic of Tatarstan. An urgent problem is the lack of training of teachers of General education organizations to work with children with disabilities who have special educational needs, which makes it necessary to form professional competencies of teachers related to the development of the ability to design and implement innovative technologies of educational and correctional work aimed at achieving educational results. The purpose of the study was to identify the opinions of teachers about the difficulties of implementing the concept of inclusive education in the national educational system and their readiness to be active in the new conditions. The object of the author's research was chosen pedagogical discourse. Written works (essays) of primary school teachers and subject teachers were used as a communication space reflecting pedagogical discourse. Discourse analysis was used as the main research method. The results of the analysis of pedagogical discourse confirmed the research hypothesis about the lack of training of teachers of the General education system to work with children with disabilities and indicate that the common problem of all teachers is the lack of positive motivation to work; lack of special knowledge about the organization of the educational process; practical skills necessary to work with children with special educational needs. The research data presented in the article give grounds to say that the Republican education system should create conditions for the development of inclusive practices using the network interaction of educational organizations, health and social protection institutions, constant methodological support for teachers, innovative teaching experience.

Traditions in vocational education of future teachers at the university

The modern sociocultural situation actualizes the issue of the role and place of tradition as a criterion for the preservation and transmission of historical experience and the basis of the civic identity of society and the ethnic identity of an individual in vocational education in Russia. Russia’s entry into the world educational space, modernization of Russian education based on the competence-based approach, developed with due account for the general trends in the education development in European countries, involves not only updating the content and technologies of education. The subprogram “Vocational Education Development” of the State Program of the Russian Federation “Education Development” for the period of 2013-2020 has the purpose of increasing the contribution of vocational education to the socio-economic and cultural modernization of Russia, to increasing its global competitiveness, ensuring the demand for each student in the economy and society. Therefore, among the priority tasks of higher education is to improve the quality of training future teachers for the Russian education system at different levels, to form their readiness for pedagogical activity in modern conditions. The purpose of this article is to determine the significance of the historical and sociocultural tradition for vocational education at Russian universities by using the comparative analysis of historical-pedagogical, regulatory-legal and methodological sources. The author traces the possibilities of the impact of the university stage of education on the process of ethnocultural development and ethnic identification of a modern student in university vocational pedagogical education. The fundamental novelty of formulation and ways of solving the issue in this article is determined by taking into account the specifics of the digitalization stage in modern education and the features of university education technologies and techniques during the period of overcoming the consequences of the coronavirus epidemic.

Formation of intellectual and pedagogical competence of postgraduates in the conditions of a steadily developing innovative educational environment

The article substantiates the need for the formation of the intellectual and pedagogical competence of postgraduates of future university teachers in the conditions of a sustainable innovative educational environment. The essential characteristic of intellectual and pedagogical competence, its components, including the ability to apply the acquired knowledge for the effective implementation of the process of teaching and upbringing of students, the ability to innovative pedagogical activity are revealed. The relevance of the problem of the formation of this competence at the scientific and pedagogical level is due to the need to select the content of educational disciplines of the pedagogical cycle, based on the requirements of the professional activity of a teacher, a teacher-researcher with a focus to new social demands, that determine the goals of sustainable development of higher education. In a professionally oriented aspect, the formation of the intellectual and pedagogical competence of postgraduates is directly dependent on the ability to implement educational programs, to apply modern technologies and methods of teaching and educating students, on the readiness for pedagogical activity as a teacher, teacher-researcher, which entails the need to master intellectual and pedagogical knowledge and skills, projected on the solution of professional tasks, that constantly arise in the educational process.

Technological effectiveness of modern education: features, traditions, innovations

The purpose of the study is to analyze the experience in organizing the learning process at a university using digital technologies, aimed at realizing the content of pedagogical education in the context of its structural components and indicators of students’ readiness to work in an educational institution. The positive and negative aspects of the use of IT- technologies in the formation of the experience of professional and pedagogical activities of students in the direction of “Pedagogical education” are noted. The relevance of using digital technologies in the educational process is dictated by the prevailing socio-cultural conditions, the development of information and communication means of transmission and information. At the same time, the problem is the unwillingness of the faculty, students, to their use for several reasons: news, illiteracy, lack of equipment in detail-spatial environment of technical means, the quality of Internet connection. And technologies which provide ability to save dialogicality pedagogical culture, allowing to establish a dialogue in the systems “teacher-student”, “student-teacher” and the polylogue “student-teacher-students” are particularly in demand. The use of the technology “Immersion in professional and pedagogical activity through culture with the support of the teacher” allows the teacher to conduct a dialogue with students and purposefully form their readiness for pedagogical activity in modern conditions based on the acceptance of the values of pedagogical culture and identification in her, personal and semantic attitude to labor functions for the provision of educational services for the main educational programs of educational organizations of different levels.

Axiological aspects of foreign language teachers’ preparation for primary foreign language education

The article outlines axiological basis of professional training of English teachers, capable to develop communicative, cognitive and moral development of junior schoolchildren when they master a new language and facts from a different culture. The article refers both to the history of methodological research, in which the issues of the formation of professionally significant skills of a foreign language teacher were studied, and to the modern problems of the formation of the teacher’s personality and his readiness for pedagogical activity. The article examines linguistic values and substantiates a new goal of professional training of a future foreign language teacher for the primary stage of secondary school, taking into account the priority of his spiritual ability and recognition of professionalism as its fundamental characteristic. The authors associate the formation of professionalism with the disclosure of the personal potential of the future teacher, which is an integrative phenomenon, the components of which are the basis for determining the new content of teacher training as a person capable of realizing the educational and developmental potential of primary foreign language education.

FEATURES OF FUTURE TEACHER PROFESSIONAL TRAINING FOR EDUCATIONAL AND NURTURE ACTION

The basic concepts of the research «action», «interaction» and «activity» were analyzed. It was determined that in today`s conditions preparation for pedagogical activity is considered as a dialectical unity of all its structural components, properties, connections and relations. It was found that the main components of readiness for pedagogical activity are unity of personal and procedural components. The approaches that need to be implemented in the training of future teachers for educational and nurture action were substantiated, in particular: professional selection and propaedeutic preparation of the future teacher, which involves the use of psychological and pedagogical technologies for selecting students for the teaching profession and creating conditions for the professional self-determination of youth, as well as determining its relevance to the requirements of pedagogical activity; improvement of the content of theoretical and practical training in pedagogical universities, therefore it is necessary to revise the content of disciplines for professional training of pedagogical staff at value, content and technological levels; organization of the educational process in a modern pedagogical university should be aimed at the use of effective forms of person-oriented interaction; priority should be given to the role of practical activity in future teacher training for educational and nurture action that provides mastery of the basics of professional skills. It was generalized that development of teachers’ professional competence should include the formation of motivation, initiative, responsibility, active life and professional position.

FORMATION OF READYNESS OF FUTURE TEACHERS OF INFORMATICS FOR PROFESSIONAL ACTIVITY

The article substantiates that the readiness of future computer science teachers for professional activities is a complex formation, internal potential and is determined by interest in the field of computer science education, and is the result of qualification, manifested in the ability to competently perform tasks and responsibilities, flexibly adapt to dynamic working conditions, to solve complex specialized problems and practical problems in general secondary education institutions. In the descriptions of ability we mean «ability to act», as the ability to effectively use the formed competencies in the design and reproduction of professional actions of teachers and educational and cognitive activities of students at both reproductive and creative levels. Emphasis is placed on combining competency-oriented education with activity, personal and other scientific approaches, focusing the training of future computer science teachers on the learning outcomes of the relevant educational program. Other conditions for the formation of professional readiness are: the fundamentalization of education and its combination with practical training; rethinking the content of education in favor of interdisciplinary integration of knowledge; awareness of readiness both as a prerequisite for professional activity and as a result of this activity. The content of motivational, cognitive, operational, personal, reflexive components of students’ readiness for pedagogical activity at the motivational-orientational, cognitive-activity, practical-reflexive stages is clarified. An analysis of the results of a survey of students to determine their own level of readiness for professional activity, which indicates the feasibility of focusing on this phenomenon in higher education and especially when studying the disciplines of the professional cycle.

Технологическая готовность будущего учителя к индивидуализации обучения школьников средствами педагогического дизайна

Поиск эффективных технологий обучения, позволяющих подготовить специалиста,удовлетворяющего запросам общества, является одной из актуальных проблем современнойпедагогики. В этой связи возрастает роль средств педагогического дизайна в процессеформирования технологической готовности будущих учителей к индивидуализации обученияшкольников, которая обладает общими свойствами готовности будущего учителя кпедагогической деятельности, но ей свойственны особенности, дающие основание рассматриватьее как специфический вид профессиональной готовности педагога. В статье обсуждаютсярезультаты экспериментальной работы по подготовке студентов к индивидуализации обученияшкольников с использованием средств педагогического дизайна. Целью данной работы являлосьподтверждение влияния средств педагогического дизайна и комфортной образовательной средына технологическую готовность будущих учителей к индивидуализации обучения школьников

Pedagogical Training of Masters in Ecology in Institutions of Higher Education

The article substantiates the expediency of pedagogical preparation of masters in ecology for forming in them the readiness for teaching the disciplines of professional direction. The scientific sources review on the problem ofconcept innovative rethinking of modern ecological education is carried out, students’ specific teaching principles and environmentally oriented methods are highlighted. The main result of professional education of ecologists should be the formation of an ecocentric type of consciousness, which will allow them to understand the development of nature and humanity as a process of co-evolution, mutually beneficial unity. The results of researches on the problem of pedagogical preparation of masters with highlighting of its contradictions are generalized. The pedagogical conditions of effective pedagogical preparation of masters-ecologists are substantiated, the content of the special course, developed for deepening the pedagogical component of their professional training, is analyzed. The organization, carrying out and results of the ascertaining and formative stages of the experiment on forming readiness for pedagogical activity of masters in ecology are described. The results obtained testify to the effectiveness of the pedagogical experiment.

ПРОФЕСІЙНО-ПЕДАГОГІЧНА ПІДГОТОВКА У НАУКОВИХ ОБГРУНТУВАННЯХ УКРАЇНСЬКИХ ВЧЕНИХ

The article presents the approaches of Ukrainian scientists to the professional training of future pedagogues of higher educational institution. The main positions of the state documents on this issue are analyzed. The basic professional knowledges, skills and competences, what a modern lecturer of a higher education institution should possess are described. Requirements for theoretical preparation of the future lecturer, the level of his/her professional knowledge, general professional skills outlined. Considerable attention paid to peculiarities of the future lecturer's personality formation. It indicates professionally significant qualities of the personality of the future lecturer, the functional manifestations of qualities of his/her personality, formation of professional and creative competences. General theoretical problems of the preparation of future lecturers in higher education institutions, the development of students' readiness for pedagogical activity, and scientific research work disclosed.

THE MAIN COMPONENTS MATH’S TEACHER PROFESSIONAL ACTIVITY OF A USING ICT IN CONTINUING EDUCATION

Ensuring the quality of professional training of future math teachers by means of information and communication technologies involves the organization of professional training, which is based on the interrelated principles of state policy in education, the principles of organization of the pedagogical process, the principles of teaching (didactics). The article considers the professional functions, typical tasks and skills that must be possessed by future math teachers, specifies the main components of the professional activity of the future math teacher with the use of ICT in continuing education. Continuing education is seen as a new integrative entity, which is characterized by dynamism, flexibility, continuity and is to merge the basic and further preparation of man for work and social activities in a single holistic educational process. The math teacher’s professional activity directly depends on the preparation of the future math teacher in the context of continuing education and provides targeted activities for students to acquire knowledge and master the skills and abilities that will be used to stimulate student personality. Speaking about the use of ICT in the professional activities of math teachers, we need to pay attention to improving the training of future math teachers, namely the diverse development of personality through ICT, which provides a high degree of work activity, mobility and adaptability to rapidly changing working conditions. Changing the forms of teaching future math teachers is moving towards blended learning and involves the use of both traditional forms of higher mathematics (lectures, workshops, seminars, consultations, independent work, etc.) and innovative (interactive video lectures, distributed comp. computer-oriented practical works, webinars, mobile consultations, etc., which provide an opportunity to combine formal and non-formal learning). Thus, readiness for pedagogical activity is considered as result and purpose of professional training and professional competence is considered not only as result of professional training.

КАТЕГОРІЯ «ГОТОВНІСТЬ» В АСПЕКТІ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ-РЕАБІЛІТОЛОГА В УМОВАХ ІНКЛЮЗІЇ

Анотація. У статті розкрито категорію «готовність» в аспекті підготовки майбутнього вчителя-реабілітолога в умовах інклюзії. Встановлено, що готовність до педагогічної діяльності розуміється як складне поєднання психічних особливостей і моральних якостей особистості, що складають основу установки майбутнього педагога на усвідомлення функцій педагогічної праці, професійних позицій, оптимальних способів діяльності; співвіднесення своїх здібностей з подоланням труднощів, що виникають при вирішенні професійних завдань і досягненні запланованих результатів. Виділено два основні підходи до характеристики поняття «готовність до діяльності»: функціональний (прояв індивідуальних якостей особистості, що забезпечують ефективність і високу результативність професійної діяльності) і особистісний (певний психічний стан індивіда). Розкрито, що готовність педагогів до роботи в умовах інклюзивного навчання розглядається через такі основні види: науково-теоретичну, психологічну, практичну, що узгоджується із методологічними підходами до визначення готовності, які умовно поділено на функціональний (стан психіки (установка), в якому активізуються такі психічні функції, як уміння мобілізувати психічні і фізичні ресурси), особистісний (прояв індивідуально-особистісних якостей, що формуються в результаті підготовки до певного виду діяльності) та особистісно-діяльнісний (динаміка змін у мотиваційній сфері особистості, формування в ній професійно значущих установок, зміна ціннісно-смислової структури світосприйняття особистості).

Критерії оцінювання рівнів сформованості професійної компетентності майбутніх учителів образотворчого мистецтва

The article is devoted to the theoretical substantiation of the criteria for evaluating the formation of professional competence of future teachers of fine arts, where creative project activity serves as a means of formation. The concepts of “professional competence of the teacher of fine arts”, “criteria for evaluation”, “criteria for evaluation of the formation of professional competence of teachers of fine arts” are analyzed. It is emphasized on the necessity of scientific researches on the definition of new criteria for evaluating the level of professional competence formation of future teachers of fine arts as a consequence of conceptual changes in school education, which are specified in the Law “On General Secondary Education” and provided by the Concept of the New Ukrainian School, which is actively implemented in the domestic education and directly affects the training of future teachers in higher educational institutions (updated law “On Higher Education”). The authors describe the criteria developed by them for the diagnosis of the level of formation of professional competence of future teachers of fine arts in three directions: motivational, operational and active, reflective, and their indicators (high, medium, low), where the creative activity is the means of formation. On the basis of scientific analysis, it is concluded that the criteria correspond to the specific competencies and author's model of training future teachers of fine arts by means of creative project activities. The appropriateness of the criteria is emphasized; the emphasis is made on its universality, combinability and individualization opportunities in the consideration of each individual student regarding the level of formation of his/her professional competence. The criteria correspond to the modern requirements for the training of pedagogical staff, based on the Concept of the New Ukrainian School. The authors emphasize that certain criteria have great theoretical and practical significance for the thesis research “Formation of professional competence of future teachers of fine arts by means of creative project activity” and preparation of teachers of fine arts capable to implement the Concept of the New Ukrainian School and use creative project technologies in pedagogical activities. Key words: teacher of fine arts, criteria for evaluation, readiness for pedagogical activity, professional competence, creative project activity.

Self-assessment of learning results by future teachers of primary school

The article describes the peculiarities of self-assessment by students of their own learning results; highlights the state and some areas of use of self-assessment in the process of preparing future teachers of primary school. The self-assessment of learning results is regarded by researchers as a manifestation of a person’s attitude toward himself, an element of critical self-knowledge, an important regulator of behavior, a means for self-improvement of the student’s personality, and others like that. The student acts as the subject of control activities (internal control) in the process of self-control, in particular: independently plans it, implements, verifies and evaluates its learning outcomes. Formation of the ability to self-assess the learning results of future primary school teachers becomes a means and goal during their professional training so that they can further use the experience gained to self-assess the activities of junior pupils. Self-assessment of own learning results is important for the development of the student’s personality, forms the ability to critically and adequately assess their own educational achievements, as well as readiness for pedagogical activity. The results of empirical research show that most of the university’s teachers use oral and written control methods, and in forms – frontal and individual examination. Selfcontrol and self-assessment have not been so widespread in higher education. Students used formation portfolio (content analysis of concepts, formation of methodological apparatus of research, fixation of research results and their processing, mathematical calculations of results, multimedia presentation of the results of an individual study and research task) during independent work, as well as methods of interactive learning during practical training (discussion, heuristic conversation, brainstorming, etc.) for development self-assessment of their own learning results. The article is prezented that most students positively evaluate their own ability to self-control learning results, they have high and middle level reflexivity.

COMPONENTS, CRITERIA AN QUALITATIVE INDICES OF FUTURE EDUCATORS TO FORMING IN CHILDREN OF 5-7 YEARS THE EXTRAORDINARY ATTITUDE TO PEERS

The article considers the various approaches in the study of readiness for pedagogical activity in the establishment of preschool education in general and the social and moral education of children before school age in particular. Based on the analysis of scientific research in the structure of the readiness of future educators of pre-school institutions to form in children of 5-7 years of benevolent attitude to their peers, its components are identified and substantiated: personal-motivational, cognitive, activity-oriented. Each component is characterized by a certain criterion and includes a group of qualitative indicators. All the components, criteria and indicators of the readiness of future educators are interrelated, interdependent and necessary for the formation in the children of older preschool age of a benevolent attitude towards their peers.