Keyword: «cognitive component»

The relevance of the study is due to changes in the requirements for the training of primary school teachers. A modern teacher should not only teach the child to learn, but also be able to solve the problems of education independently and creatively. One of the modern education problems is inadequate level of the ability to work with information among primary school students, comprehend it properly, concentrate on priorities, objectively evaluate their own and others' point of view. All these skills are included in the requirements of the federal state educational standard of primary general education. The search for ways to prepare the teacher for the development of critical thinking among junior schoolchildren puts forward the problem of forming the readiness of the future primary school teacher to use the technology of developing critical thinking through reading and writing, as this technology has in its arsenal various forms, methods and techniques that allow the teacher to be as flexible as possible in each learning situation. It should also be noted that this technology allows for training based on principles of cooperation, co-planning and comprehension. The main goal of the study is to identify the level of future primary school teachers’ readiness for using the technology of developing critical thinking through reading and writing. The leading method of this research was the analysis of the diagnostic techniques results, questionnaires and tests conducted among the graduates of «Pedagogical Education» training of «Primary Education and Informatics» specialty. The research was carried out on the basis of the determined components of readiness to use the technology of critical thinking development through reading and writing (motivational, cognitive, activity and reflexive). For each component, a set of methods and techniques was selected. The analysis of the data showed that the majority of students have a low level of the studied readiness, which indicates the urgency of further researching this problem. The theoretical significance of the article is in analyzing approaches to defining concepts of "pedagogical technology", "readiness for professional and pedagogical activity", as well as in defining the concept of "readiness to use the technology of critical thinking development through reading and writing" and determining its components. The practical importance is conditioned by the recommendations on the formation of future primary school teachers’ readiness to use the claimed technology. The article can be useful to researchers of students' readiness to use the technology of critical thinking development (graduate, post-graduate students), as well as to teachers and lecturers.

the article presents an overview of approaches to the study of concept of «life perspective», structural components of life perspective are considered. The results of the empirical study of the components of live prospects of students of pedagogical University at different stages of education are presented.

Since the introduction and effective functioning of reconciliation services is considered as an opportunity and prospect for the creation of a comfortable and safe school environment, and the teacher's behavior in conflict, his/her attitude, competence, readiness to use modern techniques and approaches largely determine the effectiveness of resolving conflicts that arise in the school environment, we believe it necessary to focus on the purposeful preparation of students for the implementation of measures to resolve conflicts within the practice of a restorative approach. The purpose of the article is to analyze the preparedness of students - future teachers to resolve school conflicts using mediation technologies with the subsequent development of schemes for improving training, filling the main components of training with content. Target category – third- and fourth-year students, "Pedagogical education" and "Psychological and pedagogical education" areas of training, who consider work at school as a possible prospect for them. Research methods: theoretical (analysis of psychological and pedagogical literature on the research problem), empirical (questioning, testing, ascertaining experiment). It is urgent to develop proposals for improving the preparation of students - future subject teachers for resolving school conflicts using mediation technologies in the unity of four components. At the level of the cognitive component, it is important to give students knowledge in the field of mediation practices - first of all, within the framework of studying the disciplines of the psychological module, as well as when students take part in the work of various workshops, master classes, seminars, etc. To form readiness at the level of emotional-volitional, motivational and behavioral components, it is advisable to use trainings, work with cases, modeling situations with an emphasis on the practical component, as close as possible to practical work, in some cases – taking part in the real pedagogical work.

The relevance of the study is due to the contradiction between the complex, dynamic nature of students' professional identity (PI) in the unstable modern world and the fragmented, static tools for its diagnosis. Traditional methods, which only capture a snapshot of identity, fail to capture its processual nature, nonlinear dynamics and deep, unconscious layers, which limits the ability to predict and manage professional development. The aim of the article is to provide a theoretical basis and conceptual design of an integrative three-level model for diagnosing students' professional identity based on the principles of the synergetic approach. The leading approach to the study was the synergetic approach, which views PI as an open, self-organizing system. The methodological synthesis included the structural-functional (similar to ethnic identity), temporal (narrative), and processual-dynamic approaches, which allowed us to overcome the fragmentation in the study of the phenomenon. As a result of theoretical analysis and systematization of methodological approaches, the necessity of integrative diagnostics has been proved. The main results of the work are presented in the form of an analytical integrative three-level model of PI diagnostics that combines cognitive, emotional, and behavioral components at three interrelated levels: 1) pre-cognitive (unconscious values, affects, and narratives), which is diagnosed primarily using projective and narrative methods; 2) current (conscious structure of identity in the here-and-now), which is studied using a combination of quantitative and qualitative methods; 3) projective (development potential, career narratives), which is assessed using scenario and reflective techniques. The model systematizes a wide range of diagnostic tools (questionnaires, repertoire grids, interviews, case analysis, etc.) into a single complex aimed at obtaining a holistic, volumetric picture of the PI genesis. The theoretical significance of the study lies in overcoming the methodological gap through the synergistic synthesis of various scientific traditions and substantiation of a multidimensional understanding of PI. The practical significance lies in providing universities with a structured diagnostic toolkit for managing students' individual career trajectories, timely identification of crisis states, and improving the efficiency of the educational process through the purposeful development of professional identity.