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degree of a readiness of a problem.

various aspects of readiness for professional work are a subject of researches of many domestic and foreign scientists. Readiness of the person for professional work was considered in A.A.Bodaleva, A.A.Derkacha's works, To.
M.Duraj-Novakovoj, M.I.Djachenko, I.A.Zimnej, J. Gollanda, L. M.Mitinoj, J. Ravena, D.Sjupera, etc. the Problem of formation of readiness for professional work was devoted by works N. V.Kuzmin, A.K.Markova, V.A.Slastenin, etc.

A number of researches is directed on formation of readiness for separate kinds of professional work: to military (With. V.Akulin, With. G.Gavrilova, V.A.Tikhomirov, O.V.Fomitchyov, etc.); to pedagogical (M.V.Afonin, L.A.Desjatirikova, Z.A.Kargin, E.A.Koksheneva, etc.); to administrative (T. M.Golubeva, O.A.Pjatibratova, E.J.Firsova, etc.); to engineering (G.S.Agabajan, N.I.Komarova, And. V.Timofeev, etc.), etc.

Researches on formation of separate components of readiness for professional work are led: communicative (And. V.Agaeva, N.A.Aminov, A.A.Bodalev, V.A.Kan-Kalik, L.A.Petrovskaja, M.A.Furmanov, etc.), motivational (A.B.Korzin, E. G.Nedelko, etc.), emotionally-strong-willed (T.A.Kazantsev, M.A.Stepanova, etc.), etc.

Recently researches on formation of readiness for use of new information-communication technologies (D became more active. V.Gudov, L.A.Desjatirikova, And. V.Timofeev, etc.), to innovative activity (N. V.Kostyuk, N. V.Lezhneva, E. V.Maksimenko, N. G.Pjankova, etc.), to activity in polycultural society (V.A.Limonova, T.I.Politaeva, And. M.Salavatova, etc.), etc.

Features of preparation for is professional-pedagogical activity were investigated by S.J.Batyshevym, N.S.Gluhanjuk, E.A.Gnatyshinoj, E.F.Zeerom, V.P.Kosyrevym, P.F.Kubrushko, N. V.Kuzminoj, V.S.Lednevym, And. M.Novikovym, And. V.Osipovoj, A.J.Petrov, J.N.Petrov, G.M.Romantsevym, P.A.Silajchevym, And. P.Smirnovym, O.V.Tarasyuk, L.Z.Tenchurinoj, E. V.Tkachenko, V.A.Fedorovym, N.E.Erganovoj, etc.

The analysis of scientific publications shows, that many aspects of formation of readiness to professional and, in particular, is professional-pedagogical activity are investigated. At the same time in the pedagogical literature works on formation of readiness for the is professional-pedagogical activity, based on diagnostics sformirovannosti its separate structural components, and also the researches directed on revealing prediktorov of formation of readiness of the future teachers of vocational training are not presented.

Thus, it is possible to establish presence of contradictions between:

– Requirement of the modern professional educational organisations for the qualified teachers and insufficient readiness of graduates of high schools for is professional-pedagogical activity;

– Potential possibilities of the educational environment of high school for formation of readiness for is professional-pedagogical activity and an insufficient readiness of scientifically-methodical maintenance of this process.

On the basis of the revealed contradictions the problem of research which consists in revealing pedagogical prediktorov and working out of scientifically-methodical maintenance of formation of readiness for is professional-pedagogical activity is formulated.

The problem urgency, its theoretical and practical importance have caused a choice of a theme of research Pedagogical prediktory formation of readiness of students of high school to is professional-pedagogical activity.

Object of research – formation of readiness of students of high school to professional work.

Object of research – pedagogical prediktory formation of readiness of students of high school to is professional-pedagogical activity.

Research objective – to reveal system pedagogical prediktorov and to develop scientifically-methodical maintenance of formation of readiness of students of high school to is professional-pedagogical activity.

Research hypothesis. Formation of readiness for is professional-pedagogical activity will be successful, if:

– Process of its formation is carried out on the basis of diagnostics of actual level of each component of readiness for is professional-pedagogical activity (prediktory I level);

– Key factors of formation of "lagging behind" components of readiness (prediktory II level) are revealed;

– Scientifically-methodical maintenance is developed and regular address influence on components of readiness with the lowest level sformirovannosti taking into account key factors of their formation is organised.

Proceeding from the purpose and a hypothesis, research problems are defined:

1. To define teoretiko-methodological bases of formation of readiness for professional work.

2. To analyse structure of is professional-pedagogical activity, to reveal components of readiness for it, to define criteria and indicators of their level sformirovannosti.

3. To carry out diagnostics of actual level of components of readiness for is professional-pedagogical activity of students of high school and to reveal prediktory formation of readiness of I level.

4. On the basis of the analysis of the maintenance of the components requiring address influence in the course of training in high school (prediktorov I level) to reveal key factors of their formation (prediktory II level).

5. For check of the revealed system prediktorov to develop and approve model of formation of "lagging behind" components of readiness for is professional-pedagogical activity.

Teoretiko-methodological basis of research constitute:

– Methodology of pedagogical researches (Ampere-second. Belkin, V.V. Kraevsky, V.S.Lednev, And. M.Novikov, E. V.Tkachenko, etc.);

– The theory of pedagogical designing and modelling (S.I.Arhangelsky, V.S.Bezrukov, V.P.Bespalko, B.S.Gershunsky, JU. G.Tatur, etc.);

– The system approach (P.K.Anokhin, N. V.Kuzmin, V.S.Lednev, G.M.Romantsev, V.A.Fedorov, etc.); it is subject-dejatelnostnyj the approach (. G.Ananev, K.A.Abulhanova-Slavskaja, P.J.Galperin, A.N.Leontev, K.K.Platonov, S.L.Rubinshtejn, etc.); lichnostno the focused approach (A.A.Rean, V.A.Slastenin, L.D.Stoljarenko, I.S.Jakimanskaja, etc.), the contextual approach (A.A.Verbitsky, O.G.Larionov, etc.); kompetentnostnyj the approach (E.F.Zeer, I.A.Zimnjaja, J. It is equal, etc.);

– Theoretical bases professionally-pedagogical education (S.J.Batyshev, N.S.Gluhanjuk, E. M.Dorozhkin, N. M.Zhukov, V.P.Kosyrev, P.F.Kubrushko, V.S.Lednev, And. M.Novikov, G.M.Romantsev, P.A.Silajchev, L.Z.Tenchurina, V.A.Fedorov, N.E.Erganova, etc.).

For the purpose of the decision of tasks in view following methods of research were used: the theoretical analysis of the scientific literature on a research problem; the analysis and generalisation of pedagogical experience; supervision, pedagogical modelling, questioning, testing, a method of expert estimations; skilled-experimental work.

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A source: BOGINSKAYA Olga Sergeevna. PEDAGOGICAL prediktory FORMATION of READINESS of STUDENTS of HIGH SCHOOL To is professional-PEDAGOGICAL ACTIVITY. 2017

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