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1.3 Features of is professional-pedagogical activity and formation of readiness for it

On process of formation of readiness for professional work global influence renders an activity kind to which execution it is necessary to be ready.

«Presence of the creative beginning» is necessary in a basis of classification of trades of Ampere-second.

Saffron-yellow, offered in 1924-1925 [221]. The author has allocated three groups of trades:

1. The trades of the higher type demanding constant after-hour work on a subject and over self.

2. The trades of average (craft) type demanding of a permanent job only over a subject.

3. The trades of the lowest type which are not demanding from the executor, trained, a permanent job neither over itself, nor over a subject.

The basic interest of domestic scientific researches of last decade on problems of preparation for professional work of experts of various areas is directed on the analysis of trades of the higher type on Ampere-second classification. Saffron-yellow. So, for example, various aspects of a problem of readiness for pedagogical activity now are widely investigated.

The global purpose of pedagogical activity is preservation and transfer to young generation of public experience (system of knowledge, ways of activity, spiritual and moral values), saved up by a civilisation, the people, a generality or the concrete person [138]. Similar transfer is carried out in the conditions of specially organised pedagogical interaction which includes activity of the teacher and activity of pupils.

In the course of pedagogical interaction certificates are carried out:

– Dialogue in its three aspects: communicative, pertseptivnom and interactive;

– The construction of relations shown in kognitivnom, affective and behavioural aspects;

– Training and the education shown in changes in all spheres of the person [163, with. 10].

In other words, a subject of activity of the teacher is activity trained which it urged to organise, direct and regulate according to the purposes of educational process.

Activity of the teacher consists in use before the selected maintenance of the discipline, existing private techniques of training, the best practices of innovators and in development of new author's approaches to training process [204, with. 11].

It is obvious, that the trade "teacher" concerns trades which on the essence demand achievement of the higher degrees of skill and make specific demands to specific features of the person [48].

The question of the importance of personal qualities of the teacher defining efficiency of pedagogical activity, has been lifted in the end of XIX century by P.F.Kapterevym [80] and has not lost the urgency now. It is considered to be criteria of such conformity presence at the person of corresponding abilities or professionally important qualities.

In the research we hold widespread opinion, that efficiency of activity of the person is defined along with biological also the psychological and social mechanisms got in the course of education and training.

In other words, efficiency of pedagogical activity of the person who is not possessing obvious contra-indications for its realisation, will depend on quality of passage of stages of professional formation.

According to typology of trades of E.A.Klimov, the trade of the teacher concerns type «the person – the person», therefore contra-indications and indications to this trade concern dialogue spheres.

Contra-indications to a choice of a pedagogical trade are:

– Bad diction, emotional scarcity of speech;

– Absence of desire to enter dialogue process, excessive absorption in itself, inability to look at the world from a position of other person;

– nesobrannost, an excessive sluggishness;

– Inability of the emotional response to problems of associates;

– Absence of signs of disinterested interest to the person [217].

Professionally important qualities of the person for the teacher are:

– Aspiration to dialogue;

– Ability is easy to come into contact to strangers;

– Goodwill;

– Responsiveness;

– Endurance, ability to constrain emotion;

– Ability to analyze behaviour of associates and own;

– Ability to understand intention and moods of other people;

– Ability to settle a disagreement between people;

– Ability to organise interaction of people;

– Ability mentally to put itself to the place of other person;

– Ability to listen, consider opinion of other person;

– Ability to own speech, a mimicry, gestures;

– Ability to find common language with different people;

– Ability to convince people;

– Accuracy, punctuality, concentration;

– Knowledge of psychology of people.

In the course of professional development the future teachers should aspire not only to mastering by the determinate sum of knowledge and abilities, but also to education at themselves the given qualities at more and more high level [207].

More detailed analysis of requirements to a trade of the teacher is presented in V.I.Tjutjunnika's works. It allocates positions of the teacher according to which defines motives, the purposes, interests, abilities and the abilities necessary for productive performance of professional work [202]. Ability and desire to enter dialogue process, aspiration to transfer available experience and interest to people also are considered by the author as the basic indications to a choice of a trade of the given type.

The analysis of requirements and contra-indications to a trade "teacher" allows to draw a conclusion, that sistemoobrazujushchim the factor of professional work successful and bringing moral satisfaction is the desire and ability to enter dialogue process, comprehension of the pedagogical calling consisting in influence on the formed person.

Taking into account specificity of a pedagogical trade it is possible to speak about certain kinds of competence of teachers [73]:

– Functional (special) competence is characterised by a professional knowledge and abilities, ability to realise them at high enough level and to design the further professional development;

– Intellectual competence is expressed in ability to analytical thinking and package approach realisation to performance of the duties, ability to seize receptions of personal self-expression and self-development, means of opposition of professional deformation of the person, recognition and classification of problems, workings out of variants of their decision and realisation;

– Situational competence means ability to operate according to a situation, develops of the requirements following from various situations;

– Social competence assumes presence of communicative and integration abilities, ability to keep in touch, influence and achieve objects in view to own joint professional work, social responsibility for results of the professional work.

N. V.Kuzmin [103] in the works has allocated a number of substructures of professional competence of the teacher:

– The special subject;

– The methodical;

– Is social-psychological;

– Differentsialno-psychological;

– autopsihologicheskaja.

Special subject competence is characterised by presence of knowledge in a subject domain, the general erudirovannostju.

Methodical competence is defined by ability to use various methods of training. Now the most demanded and used are the methods directed on formation and development of creative potential and ability to self-development of students [79].

Is social-psychological competence is characterised by knowledge and abilities in the field of construction of interpersonal relations, understanding of relationships of cause and effect of motives and acts of associates, ability to use this knowledge for realisation of own activity.

Differentsialno-psychological competence of the teacher is characterised by knowledge and abilities in the field of a choice of strategy of interaction with trained taking into account their individually-psychological features.

Autopsihologichesky competence is characterised by knowledge of the teacher of motives of own behaviour, ways of professional self-improvement, strong and weaknesses of the own person and activity.

Interesting to our research the analysis of competence of the teacher, the spent T.N.ShCherbakovoj [224] is represented. It allocates a number professional kompetentnostej, on level sformirovannosti which can be judged efficiency of pedagogical activity:

– Communicative competence;

– Social competence;

– kognitivnaja competence;

– autopsihologicheskaja competence.

Communicative competence – the difficult personal characteristic including communicative abilities and abilities, psychological knowledge in the field of dialogue, the properties of the person defining interest and desire to enter dialogue process.

Interaction process assumes the counter creative activity of participants addressed as each other and the situation of dialogue, and prospect interaktsy. As any interactions are subject to dynamics, there pass the stabilisation and crisis periods, and from partners in communications work on their creation is required. Thus, communicative competence can be considered not only as desire and ability to be in constant interaction with other people but also as ability to design and creatively to transform a dialogue situation, own internal and external activity, directed on constructive eksperimentirovanie in interactive space.

In domestic psychology working out of a problem of communicative competence was led within the limits of researches of success of joint cooperation. L.A.Petrovskaja considers competence as the integral attribute of dialogue in the subject-subject to a paradigm of mutual relations and as its criterion allocates «the real decision of problems arising in dialogue and simultaneously personal development, self-realisation of participants» [151, with. 105]. Analyzing competence of dialogue, L.A.Petrovskaja focuses attention that two interconnected levels – operationally-technical (behavioural) and deep (lichnostno-semantic) here are shown. Senses, personal values, deep promptings, social requirements and reserves of knowledge, abilities, skills participate In formation of competent communicative behaviour [45] first of all.

In other works communicative competence is defined as «system of the internal resources necessary for construction of effective communicative action in a certain circle of situations of interpersonal interaction» [60]. Presence at the subject of ability an adequate estimation of a situation of dialogue Here is supposed to analyze and state, to put forward the purpose of interaction and to design system of optimum ways of its achievement, and also to regulate, supervise and transform a course of communicative activity. The important role is played by knowledge of laws, principles and rules of construction of optimum interaction, ability quickly and correctly to be guided in various situations of dialogue.

Communicative competence assumes situational adaptability and free possession of verbal and nonverbal means of dialogue. Recently verbal competence as a component of communicative competence is separately investigated. For example, O.M.Orlov considers, that communicative competence includes rechetvorcheskie knowledge and abilities [144]. The sufficient volume rechetvorcheskih knowledge gives representation about language in the various situations proceeding in various conditions. The high level of development rechetvorcheskih abilities provides productivity in dialogue, adequacy of understanding and construction of various types of texts, efficiency of use of various language means.

In a context of a problematics of communicative competence the competence shown in adequacy and completeness of perception, understanding and an estimation of partners in interaction is considered socially-pertseptivnaja. Interest the idea of inclusion represents to definition of socially-pertseptivnoj competence of ability to a self-estimation of as the subject of professional work [35].

Hence, communicative competence is integrativnoj the characteristic of the person defining its potential success in social interaction. Communicative competence includes prognostichesky, motivational, constructive, kognitivnyj, personal and behavioural (operationally-technological) components.

Social competence – the difficult personal characteristic reflecting degree of constructibility of the person as the subject of social relations [189]. Inclusion in structure necessary for the teacher kompetentnostej social competence is especially actual in the modern world, differing instability and constant dynamics of all vital spheres. The modern teacher – not only the compiler of subject knowledge, but also the intermediary between the developing person and society.

Social competence takes a special place among various kinds kompetentnostej the teacher. It in the generalised kind in modern social psychology is defined as ability to reach own purposes in the course of interaction with other people, constantly supporting with them good relations [172].

As believe K.H.Rubin and L.Rose-Kresnor, the essence of social competence consists that interaction the more successfully, than the subject is more informed on possible ways of its realisation. The model offered by authors describes social competence as a number of consecutive steps:

– A purpose choice;

– A situation estimation;

– An estimation of completeness of the information;

– Working out and acceptance of strategy;

– Approbation of strategy;

– An efficiency estimation;

– Repetition or refusal of actions [172].

Separate researches, including JU are devoted a problem of an estimation of efficiency of interaction. P.Povarenkova [154] and S.E.Shishov [223].

It is obvious, that social competence assumes ability to find the compromise between own purposes of activity and the purposes of other people that underlies social adaptation.

Social competence assumes both high enough I.Q., and ability to constructive, converting activity at interaction with a social environment [62, 69].

Kognitivnaja competence – the difficult personal characteristic underlying the successful decision of intellectual problems at the expense of expansion of toolkit of search of decisions [46].

In a context of pedagogical activity, besides possession of the certain conceptual device, kognitivnaja competence provides generalisation and the system analysis of a situation, problem statement, a finding of optimum algorithm of the decision [115].

The experimental had been by allocated rules of manufacture of an intellectual product and the successful decision of problems [229, 233]:

– protseduralizatsija – process of formation on the basis of the processed information of ways of actions, that is transformation of verbal or declarative knowledge in procedural;

– Tactical nauchenie – process of training of algorithmization of a concrete way of action in which the subject seizes the certain procedures necessary for the decision of the given problem by means of step-by-step realisation on the basis of the processed information and individual experience;

– Strategic nauchenie – process of training of the organisation of the decision of a problem in a situation polizadachnosti when it is important to learn to range a problem on degree of importance for achievement of an overall aim and to realise them consistently [95].

It is proved, that with growth kognitivnoj competence of certain area at subjects ability to store the information on the given number of problems in long-term memory develops and effectively to take it at collision with a problem of the given class.

Irrespective of a sight corner from which researchers approach to studying kognitivnoj to competence of the teacher, as professionally significant qualities in a modern situation are allocated:

– An open informative position;

– Observation;

– Ability to hypothesis promotion;

– innovatsionnost;

– kreativnost.

Autopsihologichesky competence – the original structural formation of the person concerning to smysloobrazovaniju and stileobrazovaniju of own behaviour and activity. Sformirovannost autopsihologicheskoj competence directly it is connected with reflective abilities of the person [193]. Teachers and psychologists (A.A.Bodalev, A.A.Derkach, V.N.Kazantsev, A.N.Suhov) allocate autopsihologicheskuju competence which develops of the abilities directed on self-diagnostics, self-correction, self-development, self-motivation, effective work with the information and is characterised adequate samootsenivaniem and aspiration to professional growth [189].

Researches autokompetentnosti have shown, that success of an estimation of various characteristics of the "I" at the subject is defined by degree of development of social intelligence, motivational "zarjazhennostju" on the specific target decision, ability to be discharged of an actual condition and a reflective estimation of, the actions in last, cash or predicted situation [27].

As one of the basic functions autopsihologicheskoj competence as authors is called activization of personal resources and potential of the person. Autopsihologichesky competence is understood as specific readiness and ability of the subject to constant purposeful activity on change of personal lines and the behavioural characteristics promoting development and optimum use of the mental resources. Autokompetentnost includes also ability effectively to get, fix and supervise new knowledge, skills, the high subjective control, independent formation of strong-willed installation on achievement of significant results [222].

It is possible to allocate the certain characteristic autopsihologicheskoj competence as metacompetence, that is ability to participate in development of other kinds kompetentnostej the subject. In the development it accumulates specific autopsihologicheskie abilities of the person to self-organising and self-management.

In akmeologii the algorithm of formation autopsihologicheskoj competence is described:

– Actualisation of lichnostno-professional problems;

– Formation of the subject of self-reformative activity;

– Definition of a rough basis of reformative actions;

– Formation of a tool number;

– The organisation of transition from materialised external to internal psychological actions [194].

In domestic psychology the level of development autopsihologicheskoj competence is connected with a functional maturity of personal new growths that finds the reflexion in harmonisation of world outlook installations, adequacy of a self-estimation, self-acceptance, an orientation on success, high level of the claims, the expressed motivation of achievements, in increase of social and communicative competence, development of social intelligence.

The analysis of scientific works in the given area has shown, that pedagogical competence is the difficult formation including various subspecies, definitely interconnected among themselves and structured in uniform system. In our opinion, components of competence of the teacher can be divided conditionally on what correspond with readiness for pedagogical activity in orientation sphere, and what correspond with readiness for pedagogical activity in operational sphere.

The operational sphere includes kognitivnyj, constructive, communicative and organising components of competence of the teacher by means of which professional work is carried out. Their dynamics is reflected in increase in volume of knowledge, abilities, abilities, perfection of possession by methods and technologies of the decision of professional problems.

The orientation sphere includes motivational and otsenochno-reflective components of competence of the teacher which correspond autopsihologicheskoj to competence of the teacher and start process of continuous professional perfection. Only having original interest and desire to be engaged in certain activity, it is possible to find forces and desire for constant search of ways and ways of professional perfection.

Components of competence of the teacher, orientations concerning sphere, constitute the circular cycle providing professional development: the person not simply adapts for performance professional requirements, and aspires to development, search of new ways of the decision and an exit for borders of the set conditions.

Thus a circular cycle of sphere of an orientation (interest to activity, a constant estimation of results of activity and a reflexion) provides a gain of elements of operational sphere that promotes increase of the general professional competence of the teacher

Version of pedagogical activity is is professional-pedagogical which is carried out by teachers of vocational training. Specific features of is professional-pedagogical activity are defined it biprofessionalnoj by an orientation: on pedagogical interaction in the course of preparation of experts and on the organisation of industrial work within the limits of a concrete trade [98, 226].

One of conditions of occurrence of a new trade (along with presence of the social order, requirements to qualification, an is standard-legal basis and professional societies) is creation of system of vocational training of such experts.

There was as unique in the country a kind of formation which has been aimed at the decision of personnel problems of initial vocational training [140, 204, 208]. The Main objective of the given kind of formation was preparation of teachers and masters of inservice training.

The term is "professionally-pedagogical education entered into G.M.Romantsevym's scientific turn in the early nineties, and legislatively fixed since 1993 [170, 208].

But the given kind of formation has started to function as independent branch much earlier – with 1920 [18]. For its designation during the different periods of historical development different terms were used: «special pedagogical» (in 1920-1930th); in connection with occurring prompt changes in the technician and the "know-how" this kind of formation has been renamed in "engineering-pedagogical" (in 1960-1980th) [148], and then in "is professional-pedagogical" (about 1990th on present time) [101].

Without dependence from the used term, the essence professionally-pedagogical education remained: it consisted in preparation of masters and teachers of vocational training for system NPO and SPO. The emphasis was initially placed on preparation of pedagogical shots for initial vocational training. These features have been caused by difference of pedagogical activity in system NPO from pedagogical activity in general education system.

Now it is possible to speak about some displacement of given concept of sense originally put in pawn in the use. Now even more often the concept «is professional-pedagogical activity» is considered as activity of the teacher in any professional area and for vocational training any kind. Thus, professionally-pedagogical education prepares teachers of any special disciplines for vocational training system.

Special interest for our research represents the fact, that the system professionally-pedagogical education, directed on a professional training for establishments of initial and average vocational training, prepares experts in trades of average and higher type (on Ampere-second classification. Saffron-yellow).

Questions of research of structure of system of vocational training were engaged, in particular, in P.F.Kubrushko [97], V.S.Lednev [109], J.N.Petrov [150], L.Z.Tenchurina [200], etc.

According to reference algorithms of levels of the professional work, the allocated P.F.Kubrushko, the teacher of vocational training, being the graduate of a higher educational institution, possesses III or IV level of professional qualification, at the same time possesses knowledge and skills of I level professional qualifications (table 1.3.1).

Table 1.3.1 – Approximate reference algorithms of the basic levels of professional work

The basic levels of professional qualification The approximate qualitative characteristic of reference algorithms of activity
I Activity on the set algorithm (a technological card etc.), characterised by an unequivocal set well-known, before the fulfilled difficult operations of files of the operative and stocked information
II Activity on the set difficult algorithm without designing or with partial designing of the decision, demanding operating by considerable files operative and before the acquired information
III Activity with use of the difficult algorithms, demanding decision designing (organizational, parametres of a product of work, technology, etc.), and as operating by the big files of the operative and stocked information; lines of scientific creativity are partially peculiar to such activity
IV Information-productive activity on creation before the unknown theoretical models, demanding from the person of the abilities providing the formulation of a problem in difficult situations, promotion and check of hypotheses
V Absorbing the previous (fourth) level, includes as operating by limiting files of the information exceeding level before learnt in corresponding area; the organisation and a management of the scientific researches directed on the decision of large scientific problems

Professional educational programs are directed on the decision of problems of consecutive increase of professional and general educational levels and provide preparation of qualified employees of various levels: workers, experts of an average and the top echelon, top skills shots [6, 51].

Means of is professional-pedagogical activity can be divided on pedagogical and industrial.

Among the pedagogical means meaning the forms and methods of training, education, pedagogical researches the increasing value is given to methods of problem, contextual training, to cases-methods, trainings, business games, etc. That is the preference is given to the methods promoting development of creative potential of students and modelling the future professional work.

Industrial means of is professional-pedagogical activity include as the equipment and industrial equipment (material base of professional work), and forms and methods of the organisation of production. The master and the teacher of vocational training should be able to operate the various equipment, to use a wide spectrum of industrial equipment and the tool.

At the decision of a problem of formation of readiness for is professional-pedagogical activity it is necessary to lean on adequate psychological classifications of trades. In our country the classification of trades offered by E.A.Klimov in which basis division of people on a professional orientation lays is most known: «the person – the person», «the person – an artistic image», «the person – technics», «the person – the nature», «the person – a sign». Certainly, such division not completely reflects specificity of trades, and especially level of complexity within the limits of the given class. It seemed to us interesting to correlate classification of trades of E.A.Klimov with representations about levels of complexity of performed work (working trades and trades of intellectual type) (table 1.3.2).

Table 1.3.2 – Classification of trades of E.A.Klimov and level of complexity of carried out activity

Class of trades «The person – the person» «The person – an artistic image» «The person – technics» «The person – the nature» «The person – a sign»
Workers

(Average type)

The seller

The controller

The waiter

The promoter

The nurse

Etc.

The hairdresser

The embroideress

The tailor

The cosmetician

The jeweller

Etc.

The joiner

Apparatchik

The concreter

The driver

The machinist

Etc.

The farmer

The cynologist

Konevod

The poultry breeder

The beekeeper

Etc.

The cashier

The operator

Operators

The controller of details and devices

Etc.

The intellectual

(The higher type)

The teacher

The psychologist

The manager

The doctor

The guide

Etc.

The architect

The journalist

The designer

The fashion designer

The actor

Etc.

The engineer -

(The-designer,

The-mechanic,

The-builder)

The pilot

The technician on operation, etc.

The scientific employee

Livestock specialist

The agriculturist

The meteorologist

The ecologist, etc.

The programmer

The editor

The bookkeeper

The librarian

Logistik

Etc.

Thus, we have allocated the professional work area to which studying our research is devoted: a trade of the higher type of a class the "person-person", directly related to the organisation of industrial work, that is to trades of average type of all classes.

Features of is professional-pedagogical activity define logic of the organisation of the applied efforts directed on achievement of professionally significant purposes of activity, define structure of the abilities necessary for the representative of a concrete trade.

The structure of is professional-pedagogical abilities is defined E.F.Zeerom [67]. The author has considered abilities from a position of maintenance with them of the basic operational functions of the teacher of vocational training and has allocated groups of is professional-pedagogical abilities (table 1.3.3).

Table 1.3.3 – Is professional-pedagogical abilities

Kind of abilities The characteristic
1 2
The Gnostichesky Informative abilities and abilities in obshcheprofessionalnoj, industrial and psihologo-pedagogical area: reception new inforyomatsii, allocation in it of the main thing essential, generalisation and ordering of own pedagogical experience, experience of innovators and rationalizers of manufacture, and also individual experience of the trained
The didactic Obshchepedagogichesky abilities by definition of specific goals of training, a choice of adequate forms, methods and tutorials, designing of pedagogical situations, an explanation of an industrial practice material, demonstration of technical objects and working methods
Organizational-methodical Integrativnye pedagogical abilities on realisation of teaching and educational process: to formation motiyovatsii doctrines, the organisations of uchebno-professional work trained, to an establishment pedagogiyocheski defensible mutual relations, to formation of collective, the self-management organisation
Communicatively-director's The Obshchepedagogichesky abilities including pertseptivyonye, expressional, suggestive, oratorical abilities and abilities on pedagogical direction
The Prognostichesky Obshchepedagogichesky abilities on forecasting of success of the teaching and educational process, persons including diagnostics and collective of students, the analysis of pedagogical situations, construction of alternative models of pedagogical activity, designing of development of the person and collective, the control over process and result of training and education
The reflective Ability to self-knowledge, self-estimation of professional work and professional behaviour, self-actualisation
Organizational-pedagogical Obshchepedagogichesky abilities on planning vospitayotelnogo process, to a choice of optimum means peyodagogicheskogo influences and interactions, to the self-education and self-management organisation, formation of a professional orientation of the person of pupils
Obshcheprofessionalnye Abilities on reading and drawing up of drawings, schemes, measurement, the technical diagnosis, performance of settlement-graphic works, definition of economic indicators of manufacture
1 2
The constructive Integrativnye abilities on working out of technological processes and designing of technical devices; include working out of the educational and tehniko-technological documentation, performance of design works, drawing up of the technological cards, directing texts
The technological Abilities to analyze industrial situations to plan and to organise rationally tehnoloyogichesky process, operation of technical devices
Industrial-operational Obshchetrudovye abilities by adjacent working trades
The special Uzkoprofessionalnye abilities on a speciality within the limits of any one branch of manufacture

Such list of abilities corresponds to that is better specificity of is professional-pedagogical activity of teachers of technical disciplines for vocational training system (for type trades «the person – technics») has been studied. However taking into account double constituting is professional-pedagogical activity it is possible to allocate the is professional-pedagogical abilities necessary for preparation of experts by various trades.

Is professional-pedagogical abilities of a trade of a class «the person – the person»:

– gnosticheskie;

– The didactic;

– Organizational-methodical;

– Communicatively-director's;

– prognosticheskie;

– The reflective;

– Organizational-pedagogical.

Is professional-pedagogical abilities of a trade of a class «the person – technics»:

– obshcheprofessionalnye;

– The constructive;

– The technological;

– Industrial-operational;

– The special.

Specificity of each professional work comes to light through structure and the maintenance of its purposes.

N.S.Gluhanjuk in the research has allocated the list of kinds of is professional-pedagogical activity:

– Designing of is professional-educational process;

– Didactic and methodical equipment;

– Realisation of is professional-educational process;

– Readiness and development diagnostics;

– Vocational guidance and profadaptatsija;

– A management of technical creativity;

– Self-education and improvement of professional skill;

– Special activity on the organisation and inservice training maintenance (engineering-technological) [43].

That is the teacher of vocational training as the representative of a trade of type «the person – the person» and as the representative of a trade, for example, type «the person – technics» has different subjects of work (preparation trained and the organisation of industrial work).

Readiness for is professional-pedagogical activity should be result professionally-pedagogical education, we understand it as integrativnoe the quality of the person including components of sphere of an orientation (motivational and otsenochno-reflective) and components of operational sphere (kognitivnyj, constructive, communicative and organising), providing effective occurrence in a trade on a real workplace.

V.S.Lednev in the researches said that educational activity though is the leader at the given age, one not in a condition to provide harmonious development and education of the person [108, 109]. That is formation of readiness for is professional-pedagogical activity of students is carried out not only apikalno (in the disciplines, the readiness directed on formation for is professional-pedagogical activity), but also implitsitno (during studying of all subjects, passage educational and industrial practices, independent work and nonlearning activity).

According to the structure of the curriculum allocated with V.S.Lednevym, structure of preparation of teachers in a general view looks as follows:

– Theoretical training which is carried out by means of the general, polytechnical and special subjects;

– The practical training presented educational and industrial practices;

– The creative tasks including educational designing and research work;

– Tasks for choice which can be obligatory and facultative [109].

The world of trades promptly becomes complicated, behind it the maintenance, structure and forms of vocational training [82] become complicated. In the course of selection of the maintenance [87] necessary and sufficient for formation of readiness for is professional-pedagogical activity, it is necessary to consider, that exists:

– Base theoretical materials and practical abilities which form readiness for is professional-pedagogical activity oposredovanno through various kinds of activity of the student (lecture, a practical training on various disciplines of the curriculum, passage educational and industrial practices, independent work, preparation to course, to the degree project, at last, nonlearning activity of students), that is formation occur iplitsitno;

– A theoretical material and practical abilities it is direct (apikalno) forming readiness for is professional-pedagogical activity.

Implitsitnyj the component of system of preparation passes a through line through all maintenance of formation. The federal state educational standard provides formation kompetentsy, necessary for formation of readiness for pedagogical activity in the course of studying of disciplines of various cycles base and variativnoj parts.

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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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  11. Chapter 2 RESEARCH PEDAGOGICAL prediktorov FORMATION of READINESS For PROFESSIONALLY - PEDAGOGICAL ACTIVITY
  12. the purpose, problems and the organisation of skilled-experimental work on approbation of pedagogical model of formation of readiness for professional self-determination of the minors condemned to imprisonment, in an educational colony
  13. the analysis and interpretation of results of skilled-experimental work on realisation of pedagogical conditions of formation of readiness for professional self-determination of the minors condemned to imprisonment
  14. 2.2 Diagnostics of level sformirovannosti components of readiness for is professional-pedagogical activity at students
  15. the APPENDIX 9 Results of repeated diagnostics of components of readiness for is professional-pedagogical activity
  16. the APPENDIX 3 Results of diagnostics of components of readiness for is professional-pedagogical activity at an establishing investigation phase
  17. Barysheva Anna Viktorovna. Formation of readiness for professional self-determination of the minors condemned to imprisonment. The dissertation on competition of degree of the candidate of pedagogical sciences. Tver - 2018, 2018
  18. «the Conceptual model and mechanisms of formation of readiness of the psychologist of formation to professional work»