Keyword: «levels»

The article deals with the importance of professional readiness for an intending technology teacher to teach fundamentals of agricultural production. The author describes the major factors influencing the training of technology teachers to enable them to work with children. The image of an ideal expert teacher and the pe-culiarities of its development have also been studied. The main goals and the content of technology teach-ers’ professional training have been characterized. The author identifies the complex of parameters of pro-fessional readiness development, their nature and the influence on the development of a technology teach-er’s professional readiness to teach the fundamentals of agricultural production. The criteria and measures to estimate the degree of development of technology teachers’ professional readiness have been proposed and the levels of its formation have been determined.

Importance of forming the students’ general cultural competence is reasonable. Essence of formed general cultural competence of students of agricultural college is certain, its structures are given, criteria and indexes are described. Context and methodology of the diagnostic stage of experiment are exposed, its results are brought. Levels of formed general cultural competence of students of agricultural college are characterized.

In article regularities of a ratio of creativity and resilience at teenagers with different levels are analyzed. In work the review of psychological literature is carried out and justification of theoretical approaches to research of creativity and resilience of the personality is given. Data on reliability of communication between creativity and resilience at teenagers are obtained: the creativity level is higher, the resilience level at the teenager is lower. Results are received by means of criterion of rangovy correlation of Spirmen.

The professional standard of the teacher makes high demands on the professional competence of the teacher. This requires teacher training, but not in the traditional sense of increasing professional knowledge and skills but expanding the teacher’s professional space as an indicator of his professional competence. Professional development in the context of the teacher’s new professional space is manifested in the teacher’s ability to reflect at the professional level the desire to improve professional skills, build the process of pedagogical self-education, as well as to open, establish and solve new pedagogical problems at different levels: strategic, tactical, operational.