Keyword: «readiness»

Article is devoted to a question of readiness of future psychologist to implementation of successful professional activity. As the main components are considered motivational and personal readiness. The author emphasizes that readiness for the forthcoming professional activity should be formed at stage of teaching in institute of higher education and chooses conditions and factors promoting its development

The article discusses the possibility of the formation of psychological readiness for school pupils starting grade in her psychological manifestations forms – personal, educational, regulatory.

The paper deals with the problem of readiness of students studying at faculties of preschool education to work with children in the process of their emotional development. The author defines the concept "willingness of future teachers to emotional development of children", covers the criteria for future teachers’ readiness to emotional development of preschoolers (cognitive, motivational, activity) and highlights the numbers. The criteria and indicators can diagnose the level of theoretical and practical training of future teachers in higher education organizations.

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 relevance of the problem under study is due to the implementation of the Federal State Educational Standard of Higher Education and the need to search for new forms, methods and technologies in interacting with modern students in the conditions of educational activities of the university. The analysis of modern scientific literature, as well as the practical experience of the authors of the article allow us to state that the socio-economic conditions of modern society have a significant, and not always positive, impact on the quality of the value-motivational choice of a profession by modern students. Their socio-psychological and personal characteristics, cultural and educational level, are the reason for their lack of readiness to master the chosen profession and the need for systematic educational work of higher school teachers with students as an integral part of the training of specialists in the humanities. The purpose of the article is to attract the attention of higher school teachers to the problem of readiness for educational work with students in the context of university education. The article informs about the development and testing of the program "School of the tutor", which contributes to the formation of ideas about the organization of educational work in the university, taking on role of the educators by the curators, and the developing their organizational skills; formation and development of their need for self-improvement and personal growth. The leading methods of studying the problem of the teacher’s readiness for educational work in a university are the study of psychological and pedagogical literature, empirical methods of psychological diagnostics, the development and implementation of a program for training university teachers for educational work with students, pedagogical experiment, and the reflexive method. The theoretical significance of the article lies in the presenting of authors’ approach to the criteria-based assessment system and the characteristics of the levels of formation of teachers' readiness for educational work. The practical significance of the article lies in the analysis of the approbation results of the program for preparing teachers for educational work with students “School of the tutor”. This program contributes to the purposeful development of the three main components of the university teacher’s readiness for educational work with students: motivational, methodological and technological, and also makes it possible to repeat this experimental experience for other studies.