Keyword: «readiness»

The article discusses the concept of readiness for professional activity of a future military pilot. The author considers professionally important qualities; specific factors and abilities that should be formed in the process of studying at a military aviation school.

The article is devoted to the problem of fostering socio-ecological readiness of a future teacher to solve professional problems in the context of sustainable development of education. The aim of the study was to substantiate the concept, the essential content and the component composition of the socio-ecological readiness of the future teacher based on the provisions of systemic activity-oriented, axiological, problem-oriented and interdisciplinary approaches. In the course of the work done, the results of modern foreign and domestic psychological and pedagogical research on the problem of forming the readiness of a future teacher for various types of activities were analyzed and summarized, which made it possible to substantiate the author's vision of the considered professionally significant characteristic. From the position of the systemic activity-oriented approach, the specifics of socio-ecological training were determined, the key provisions and principles of the axiological approach formed the basis of the content, and the problem-based and interdisciplinary approaches determined the technological side of the formation of socio-ecological readiness of the future teacher as a result of the studied process. The result of the article was a scientifically grounded author's original idea of the essence of the concept and the component structure of the professionally significant characteristic being studied. The essence of socio-ecological readiness of a future teacher is considered as an integrative education, which includes a stable system of motives and values, body of knowledge necessary to solve relevant professional tasks, ability to set them, plan solutions, choose and apply adequate means of solution, evaluate the results of actions and make appropriate adjustments. Socio-ecological readiness is represented structurally by a combination of value-motivational, cognitive, orientation-reflective and activity-based components. The theoretical significance of the article lies in the generalization of relevant psychological and pedagogical research on the problem under study and the definition of the concept, component composition and content of the socio-ecological readiness of the future teacher, which allows the author to use the results obtained in further work devoted to the problem of socio-ecological training of students in the university system. The practical significance of the research lies in the substantiation of ways to build the process of socio-ecological training of future teachers in the context of sustainable development of education based on the varieties of solved professional tasks. The results of the article obtained by the author can be used in designing the process of socio-ecological training of future teachers in the university system, as well as in diagnosing the level of socio-ecological readiness formation.

The article analyses the problem associated with internal monitoring of the formation of functional literacy of younger schoolchildren and the weak readiness of teachers for this type of activity.

The article substantiates the need to develop a special approach to developing the readiness of future teachers to use information technologies in education, clarifies the meaning of the concept of «readiness» in the context of the problem under consideration and reveals the significance of the project approach in solving this problem in the system of methodological training of future mathematics teachers

The relevance of the work presented in the article is due to the need to consider the issue of preparing student teachers for professional agency that meet the requirements of the updated Federal State Educational Standards for General Education. The aim of the study is to determine the structure and substantive content of preservice primary school teachers’ readiness for the development of functional literacy in their students. The main approaches to the research were comparative pedagogical analysis, systematization of scientific and theoretical material and modeling. In the course of the scientific work, relevant materials related to the preparation of teachers for professional activity were analyzed. Foreign scholars interpret the readiness of a preservice teachers as the ability to effectively perform professional tasks and achieve high results in their work. Russian researchers, in turn, define professional readiness as the acquisition of knowledge, skills and abilities by a student teacher necessary for the qualitative organization of the educational process. After a detailed analysis of various interpretations concerning student teachers' readiness to work, we came to the conclusion that the ability of a primary school teacher to develop functional literacy in students is a complex personal quality. It combines a number of individual psychological and professional pedagogical competences that ensure the success of a teacher's professional activity in the field of functional literacy development in primary school students. Based on the results of studying the structure of readiness for pedagogical activity, we have identified the main components necessary for a preservice teacher to develop functional literacy in primary school students: value-motivational, cognitive, praxeological and activity-based ones. Each of these components included content corresponding to the activity under study. The theoretical significance of the study is in identifying the structure of the preservice primary school teacher's readiness for the development of functional literacy in primary school students and its visualization in the form of a model with a detailed description of the content. The practical significance of the work is due to the need to improve curricula of higher pedagogical educational institutions to solve the problem of preparing students for future professional agency that meet the requirements of the updated Federal State Educational Standards of General Education.