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1.1 Readiness for professional work: conceptually-terms framework

The problem of readiness of the person to professional work is extremely actual, therefore the considerable quantity of scientific works is devoted it. Large number of researches in this area and a variety of scientific approaches to a problem in whole and to its aspects, in particular, in many respects speaks that concept "readiness" has some semantic values.

In a context of our research it was presented necessary to define used concept and the approach to its research.

There are two key values of concept "readiness":

The positive relation, orientation, the consent to this or that activity;

The condition promoting effective performance of activity [141].

For a concrete definition of value of concept used by us «readiness for professional work» is necessary for analysing relatives under the maintenance the terms designating possibility of effective realisation of professional work (readiness, suitability, readiness, competence, professionalism, skill), to differentiate them, to correlate with stages of professional formation and to define the used approach to studying.

To research of professional formation of the person the works domestic [28, 66, 126, 154, 217, etc.] and foreign [228, 229, 230, 231, 233, 234, etc.] scientists have lighted.

The integral condition of professional formation is readiness.

Professional readiness – result of preparation of people to mastering by the certain trade expressed in formation of psychological qualities, knowledge, skills which are necessary for successful work in the given trade [28, 139].

It is possible to characterise the term "readiness" as reflecting external influence on the formed person of the expert. The treatment of this concept various authors does not contain contradictions.

The analysis of scientific approaches to concept definition «professional suitability» [28, 66, 153, 202, 225, 226] has shown, that there is some ambiguity in a terms framework, incorrect logicians from the point of view circular definitions («professional suitability is a suitability to …») at times are given.

Nevertheless in the definitions given by different authors, it is possible to allocate the general theses, to systematise them and to formulate on this basis the definition used for a designation of concept «professional suitability» in our research.

Theses in definition of professional suitability:

– Conformity of the person of the certain trade, influencing success of professional work;

– Set individnyh and the psychological features of the person defining success in realisation of professional work (the majority of authors attach paramount significance individnym to features);

– It is formed in the course of training and the subsequent professional work at corresponding to motivation and preparation.

Professional suitability – set individnyh and the psychological features of the person corresponding to requirements of a trade and guaranteeing successful realisation of professional work (in the presence of adequate to motivation and preparations).

Professional readiness assumes presence at the expert of corresponding physical health, sformirovannosti and development necessary for successful professional work individnyh features, presence of corresponding level of physical training of the person [28, 66, 152, 153, 225].

In other words, professional suitability is a condition of formation of readiness for professional work.

The analysis of scientific approaches to concept definition «» has shown readiness for professional work, that there are key distinctions in understanding of the given term (as a condition or as personal formation), nevertheless there are the general for all scientific schools theses:

– Readiness (to professional work) provides success in realisation of forthcoming professional work;

– Readiness for professional work is shown in sformirovannosti motivational, informative, emotional and strong-willed processes of the person (sphere of an orientation and operational sphere of the person);

– It is formed on base individnyh features (that is, suitability to activity) in the course of training and the subsequent professional work at corresponding to motivation and preparation.

Readiness for professional work – integrativnoe the quality of the person providing efficiency of forthcoming activity; it is formed on the basis of suitability by means of the specialised preparation influencing sphere of an orientation and operational sphere.

Professional competence is the actual property of the person showing degree of mastering by the person by knowledge corresponding to a trade, their application, skills, that is, set kompetentsy, staticized in certain kinds of activity [44, 68, 91, 187].

A.K.Markova suggests to judge presence of competence by results of work of the person: «Each worker is competent of that degree in what work carried out by it meets the requirements, shown to an end result of the given professional work; the estimation or end result measurement is a unique scientific way to judge competence» [126].

According to the definition developed by scientific school of V.A.Slastenina, professional competence is a unity of theoretical and practical readiness and ability of the person kvalifitsirovanno to carry out professional work [182].

«Competence cannot be reduced to erudition of the person, it should be distinguished from the competence – certain sphere, a circle of questions which the person is capable to solve» [65].

In other words, professional competence is reached in process of vital and professional experience, depending on efforts of the person, clearness of comprehension of the purposes of activity and base on which it is formed [20].

Theses in definition of professional competence:

– Professional competence – the actual property of the person providing successful realisation of professional work;

– Professional competence is shown in possession of knowledge, abilities, the skills necessary for successful performance of a certain kind of activity and the decision of professional problems in the conditions of changing requirements of an environment;

– It is formed on the basis of readiness for professional work at practical activities by a trade on a real workplace.

Professional competence – the actual property of the person providing efficiency of activity, reflected in possession of knowledge, abilities, skills and ways of the decision of professional problems; it is formed on the basis of readiness by means of real practical activities on a workplace.

The analysis of approaches to a designation of top of professional formation [28, 66, 153, 225] has shown, that concepts «professional skill» and «professionalism of the person» are the synonyms demanding for the achievement possession by base abilities, knowledge and abilities on which basis operative abilities develop, professionally important qualities of the person, creative abilities, professional skills, motivation of achievement and professional self-realisation.

The analysis of a terms framework of the professional formation studied by various scientific schools, has shown, that there is no accurate border between the use of concepts "suitability", "readiness", "competence", and some authors treat them as synonymous designations of possibility of effective realisation of activity. It means that it is necessary to find and give reason for a principle with which help would be possible to prove discriminating features of each of these concepts. To us sees, that the given principle can be proved, analyzing sformirovannost operational sphere and sphere of an orientation of the person.

It is possible to say that action performance influence success, first of all, operational sphere and orientation sphere as for realisation of any activity the desire and real possibilities is necessary. The operational sphere is understood as a way of performance of the action, defined by conditions of a cash situation; in it joins the elements of mentality representing ways and means which the person possesses and uses for achievement of the purposes defined by sphere of an orientation. Orientation sphere – set of the steady motives focusing activity of the person; includes all internal incentive forces of the person (sights, belief, interests, requirements, etc.) [196].

For thought development in the given direction we will analyse the maintenance of the terms defining possibility and success of realisation of professional work (drawing 1.1.1). During reasonings on new growths of professional formation we «put outside the brackets» preparation influence, that is we will consider it is axiomatic a necessary condition.

We consider readiness as the integral condition of professional formation, that is a component of each of concepts of professional development. It is possible to characterise the term "readiness" as reflecting influence of social factors on the formed person of the expert.

Готовность.png

Drawing 1.1.1 – New growths of professional formation

In case of positive indicators of operational sphere, that is in the absence of obvious contra-indications to action performance, the person is suitable for activity (I and IV quarter).

In case of negative indicators of operational sphere, that is in the presence of the physiological and psychophysiological features which are not allowing productively to carry out chosen activity, the person is unsuitable for activity performance (II and III quarter).

In our opinion, professional suitability has mainly congenital nature, and among new growths of professional formation precedes professional readiness.

The remained quarters (I and IV), containing suitable to performance of activity of people, differ the emotional relation and motivational installations on activity performance. Not the secret, that suitability presence to performance of activity without corresponding motives and installations at all does not guarantee its qualitative performance.

Accordingly, readiness for professional work means set of personal features (individnoj and the psychological nature) and the readiness, providing effective realisation of forthcoming activity.

Further dynamics of professional formation sees to us practically impossible without the readiness generated at sufficient level for professional work of young experts.

According to our position, professional competence (unlike suitability to the professional work forming base for formation of readiness) is the subsequent new growth concerning professional readiness of professional formation for which high-grade formation practical activities by a trade on a real workplace are necessary. In other words, priority value in case of professional competence is taken away to influence of social factors.

Hence, formation of professional competence becomes substantially more trudozatratnym without previous sformirovannosti readiness for professional work.

The further formation of the person of the professional in the course of labour activity is not reduced exclusively to formation of operational sphere in the form of accumulation of knowledge, skills and abilities, and assumes influence system on all spheres of the person to what results of researches of L.S.Vygotskogo, N.S.Gluhanjuk, E.F.Zeera, A.N.Leonteva, S.L.Rubinshtejna and of some other scientists [39, 42, 66, 114, 165 testify, 173].

If to correlate levels of possibility of realisation of professional work with levels of development of the person (table 1.1.1), in representation A.A Bodaleva [27] it is possible to allocate following conformity:

Individnomu to a level of development of the person there correspond concepts «suitability – unfitness».

To the personal level of development of the person reflecting public interaction, there corresponds concept "readiness".

It is subject-dejatelnostnomu to the level of development of the person reflecting desire and ability to carry out activity, the realised relation to carried out activity, there correspond concepts "readiness", "competence", the "professionalism", meaning, besides suitability and readiness to activity, comprehension of as subject of professional work, that is an orientation on constant professional self-improvement.

Table 1.1.1 – Levels of development of the person and possibility of realisation of activity

Levels of development of the person

(On A.A.Bodalevu)

New growths of professional formation
Individnyj Suitability / unfitness
The personal Readiness
It is subject-dejatelnostnyj Readiness

Competence

Professionalism

Hence, it is possible to say that new growths of the professional formation, corresponding it is subject-dejatelnostnomu to a level of development of the person (readiness, competence, professionalism), are based on the new growths of professional formation corresponding individnomu and a personal level of development of the person (suitability and readiness).

The following problem of a theoretical stage of our research is correlation of new growths of professional formation with the stages of professional development considered by domestic teachers and psychologists. Many authors mark multigradualness and diversity of process of professional development in aspect of its objective and subjective maintenance [66, 126, 217].

Allocation of stages of professional development was carried out by different criteria, for example, the relation of the person to a trade and level of carried out activity (E.A.Klimov, 1988, 1996), a social situation and leading activity (E.F.Zeer, 1988), professionalism level (A.K.Markova, 1996).

Problem of professional development in certain area is formation of some the characteristics of activity peculiar for a stage of professionalism.

It is possible to allocate akmeologicheskie indicators of professionalism of the person (professional skill) as characteristics of a highest level of development of the professional: high efficiency (efficiency) of activity; a high skill level and professional competence; optimum intensity and intensity of work; high accuracy and reliability of activity; high organisation; low oposredovannost, dependence on external factors; possession of the modern maintenance and modern means of the decision of professional problems; stability of high indicators of activity; possibility of development of the subject of work as persons; an orientation on achievement of positive socially significant purposes [224].

According to a periodization of professional development of E.A.Klimov [217], it is possible to allocate following stages:

The option phase – the period when the person finds concern in questions of a choice or the forced change of a trade and makes this choice.

The phase of the adherent – the period when the person has already followed an adherence way to a trade and masters it (trained in system of an average professional or higher education).

Phase adaptanta – the period of accustoming of the young expert to work when the person in a real situation on a workplace subtilizes of work, making of various decisions.

Phase internala – the period of confident possession of a trade, the independent reliable and successful decision of professional problems.

Skill phase – the period of possession of a trade at high level when the person possesses individual style of professional work. At the given level a number akmeologicheskih professionalism indicators is shown: stability of high indicators of activity, low oposredovannost, dependence on external factors, high accuracy and reliability of activity.

The authority phase – the period of the successful decision of professional problems at the expense of wide experience, "skill", ability to organise the work to surround itself with assistants.

Preceptorship phase – the period connected with a transfer of experience young, with tracing of their successes, and also with feasible inclusion in their affairs.

According to a periodization of professional development of E.F.Zeera [66, 165], it is possible to allocate following stages:

Option stage (12–17 years) – the period of a choice of a trade. According to a periodization of the author, the option stage is subdivided on podstadii:

Primary ambivalent option (12–14 years) – the period when bases of the moral relation to different kinds of work are pawned, occurs formation of system of personal values which define the differentiated relation of teenagers to various trades, subjects and employment at a leisure.

Realistic option (15–17 years) – the period, when on the basis of an estimation of the abilities, possibilities, prestige and the trade maintenance, and also a social and economic situation in the country of the girl and the young man samoopredeljajutsja concerning ways of reception of vocational training and ways of familiarising with professional work.

Vocational training stage (15–23 years) – the period when girls and young men receive vocational training in educational institutions or vocational training in establishments and at the enterprises.

Stage of professional adaptation (from 18-22 till 23–27 years) – the period of occurrence of the young expert in a trade on a real workplace.

Stage professionalizatsii (from 22–27 years to a pension age) – the period of consecutive mastering by the person qualities of the professional.

According to a periodization of the author, the stage professionalizatsii is subdivided on podstadii:

Stage of the expert – the period of confident possession of a trade, the independent reliable and successful decision of professional problems.

Stage of the professional – the period of stability of high indicators of professional work.

The skill stage – the period when the person turns to the professional of high qualification, carries out «creative self-designing» activity and reaches tops of professional development in the given area.

According to a periodization of professional development of A.K.Markovoj [126], it is possible to speak about following levels.

Level doprofessionalizma – the period when the person carries out professional work, not possessing qualities of the professional. Differently, the person works, but yet has not to the full seized knowledge, abilities, norms and trade rules, not reaching in work of high and creative results. Duration of this stage, which passage it is characteristic for all without an exception of people, depends on specific features of the worker.

Professionalism level – the period of consecutive passage of adaptation, self-actualisation and harmonisation of professional development.

Gradually there is a mastering and working off of knowledge, abilities, norms and trade rules: at first work performance is carried out on the sample and the instruction, and, in process of development of motivational and operational spheres, there is a transition to a conscious choice of the purpose and transformation of the professional work into independent work.

Superprofessionalism level (the higher professionalism) – the period when the person turns to the professional of high qualification, the owner of a unique trajectory of movement at professional work realisation. The main feature of this level is not only high quality of performed work, but also creative enrichment of professional work by the personal contribution. Professional work is characterised by free possession of a trade and creative self-designing. In other cases at this level there is a mastering by close trades that does the person by the professional-versatile person.

A.K.Markova in the periodization allocates also levels of pseudo-professionalism and posleprofessionalizma, but in a context of research we will be limited only to definitions of these stages as, in our opinion, pseudo-professionalism is a special case of passage of a professional way, and posleprofessionalizm – its obvious end.

Pseudo-professionalism level – the deformation period in formation of the person as professional when at outwardly enough active labour activity instead of movement in a professionalism direction it is possible to speak about an inefficiency, discrepancy to norms of results of activity.

Level posleprofessionalizma – the period of the termination of labour activity of the person on which the person can appear the ex-professional, and can remain the desired adviser, the instructor, the expert, finding the new sides of professionalism consisting in the help and spiritual enrichment of other people.

It was presented to us interesting to correlate a new growth of professional formation (suitability, readiness, competence, professionalism), considered in our research, with the stages of professional formation offered by E.A.Klimov, E.F.Zeerom and A.K.Markovoj (table 1.1.2). In our opinion, the stage of option which proceeds in establishments doprofessionalnogo formations when the teenager estimates the abilities and possibilities, comes to the end with practically full formation of opinion on the suitability to this or that activity. The stage of the adherent (vocational training) which proceeds in vocational training establishments, comes to the end with high level sformirovannosti readiness for professional work. End of formation of readiness and course of other stages of professional development (adaptanta, internala, masters, authority, the instructor) is carried out directly on a workplace and corresponds to such new growths of professional formation, as competence and skill.

Process of stage-by-stage development of professionalism does not cease to be of interest for researchers of different trades. For example, stage-by-stage formations of professionalism of teachers of engineering high schools considers in M.G.Minin's works [129].



Table 1.1.2 – Stages and new growths of professional development

The author Stages (stages, phases, levels) professional development
E.A.Klimov,

1988

1 stage

Option

2 stage Vocational training 3 stage

Development of the professional

E.A.Klimov,

1996

Option phase Phase of the adherent Phase adaptanta Phase internala Phase of the master Authority phase Phase of the instructor
E.F.Zeer, 1988 1 stage

Option

2 stage Vocational training 3 stage

Professional adaptation

4 stage professionalizatsija 5 stage

Skill

A.K.Markova, 1996 1 Level

Doprofessionalizm

2 level

Professionalism

3 Level

Superprofessionalism

New growth Suitability Readiness Competence Professionalism (skill)
Base for formation Establishments doprofessionalnogo formations Vocational training establishment Workplace


It is possible to say that the end of each stage should be marked sformirovannostju readiness for transition to the following stage. In L research. V.Lezhninoj considers stages of formation of new growths of readiness for professional work. According to the author, readiness for the trade choice, expressed in knowledge and understanding of an essence of activity of representatives of various professional directions, should be generated to the high school termination. Readiness for the uchebno-professional work, consisting in a choice of a professional direction on the basis of an estimation of own interests, propensities and possibilities, should be generated to the termination of the senior school [112].

Continuing a logic number of dynamics of professional formation, it is possible to tell, that at a vocational training stage formation of readiness for professional work is carried out.

Necessity practically definitive sformirovannosti readiness for professional work at the moment of the direct introduction on a workplace it is dictated by fast rate of a modern public situation when young experts do not have time for long adaptation to professional work and insufficient competence on a workplace (drawing 1.1.2).

The analysis of definitions of professional formation has shown, that success of realisation of activity depends on level sformirovannosti spheres of an orientation and operational sphere of the person. Accordingly, a vocational training problem is formation of motivational and operational components of readiness for professional work, that is besides formation of abilities and professionally important qualities it is necessary to staticize the positive emotional relation to professional work, professional motives and the installations promoting movement of students in a direction of professionalism.

Drawing 1.1.2 – Stages of formation of new growths of professional formation

The further experimental work on formation of readiness for professional work is necessary for building according to the following logic – to estimate at students suitability presence to professional work, to reveal the components of readiness having insufficient degree sformirovannosti and, according to it, to provide vocational training. For this purpose we will define the approach to the readiness studying, used in our research.

One of the first theories of readiness for labour activity has been offered K.K.Platonovym [153] who has allocated three kinds of readiness for professional work:

– Wide readiness – the result of labour education expressed in desire to work, necessity comprehension to participate in joint labour activity;

– Concrete readiness – result of vocational training, education and a social maturity of the person, expressed in knowledge, abilities, skills;

– Private readiness – the condition of psychological mobilisation expressed in a mood on forthcoming activity.

Analysis subject in our research will be concrete readiness which is formed in the course of vocational training and indirectly influences formation of wide and private readiness.

The analysis of scientific researches on a problem of readiness for professional work has shown, that there is discrimination to studying of readiness for professional work:

1) the functional approach – authors treat readiness as a special condition of mobilisation of mentality [14, 23, 72, 106, 113, 134,158, 166, 167, 203, etc.];

2) the personal approach – authors treat readiness as the steady characteristic of the person [1, 6, 39, 103, 114, 173, 182, etc.];

3) lichnostno-dejatelnostnyj the approach – authors treat readiness as integrativnoe formation of personal features and readiness of the person [57, 58, 70, etc.].

Initially readiness for professional work was investigated within the limits of the functional approach (since 60th years of the XX-th century). The given approach to understanding of readiness as mental condition basically developed in psychology of work, engineering psychology and sports psychology.

The functional approach represents readiness as a time condition of mobilisation and working capacity, prestarting activization of mental functions, ability to mobilise necessary physical and mental resources for activity realisation [13, 14, 23, 72, 106, 113, 135, 158, 166, 167, 203, etc.].

Thus within the limits of the functional approach scientists investigate various aspects of a condition of readiness:

– Readiness as installation (And. G.Asmolov, I.T.Bzhalava, Ampere-second. Prangishvili, D.N.Uznadze, etc.);

– Readiness as ability to operate in extreme situations (L.S.Nersesjan, V.N.Pushkin, etc.);

– Readiness as a prestarting condition (V.A.Alatortsev, F.A.Genov, A.T.Puni, etc.);

– Time readiness and working capacity (E. P.Ilyin, N.D.Levitov, etc.).

The authors investigating readiness for professional work from the point of view of the functional approach, characterise it as a condition of concentration of possibilities of the person reaching to the higher degree.

N.D.Levitov considers the readiness maintenance as orientation in working conditions and creation of psychological installation on it. The author defines readiness as the active mental condition which is a necessary condition of effective activity: «… this condition is expressed in readiness to start to work with sufficient energy, not to weaken itself any moments distracting from business» [107, with. 112].

From positions of the functional approach considers a problem of readiness of A.B.Leonov. According to the author, readiness can be considered among gradation of behavioural reactions in human activity as one of conditions of active wakefulness which is provided with participation «pourovnevogo structures of not specific nervous formations» [113, with. 17]. The author does a conclusion, that the coordination of processes of activation is necessary for achievement of functional readiness with internal resources of the individual and requirements of carried out activity.

Thus, within the limits of the functional approach it was underlined, that readiness is the mental condition of activity characterising predisposition of the subject to action of a certain sort, caused by presence at the person of necessary abilities.

According to the personal approach readiness is considered as display of the individually-personal qualities dictated by character of the future activity [1, 6, 39, 103, 114, 173, 182, etc.].

The personal approach to understanding of readiness was especially actively developed in psychology of development, pedagogical psychology, akmeologii.

Thus readiness for professional work was considered:

– As separate property and quality of the person (M.I.Djachenko and L.A.Kandybovich, L.A.Yemelyanov, V.K.Mihajlova, V.T.Myshkin, E.A.Savchenko, etc.);

– As display of abilities (. G.Ananev, V.A.Yakunin, etc.);

– As display of a professional orientation and professional consciousness (V.A.Slastenin, L.B.Schneider, etc.);

– As the steady characteristic of the person (F.N.Gonobolin, N. V.Kuzmin, A.I.ShCherbakov, etc.);

– As complete display (simptomokompleks, synthesis) properties and the qualities of the person forming difficult dynamic set of features: properties of nervous system, temperament, character, motivational sphere, abilities, intelligence, and also experience of the person, knowledge and the abilities necessary for activity (S.N.Andreeva, L. G.Ahtarieva, A.J.Kodzhaspirov, V.A.Krutetsky, B.F.Kulagin, JU. P.Povarenkov, E.J.Rajkova, etc.).

The personal approach to understanding of readiness gradually extended and as a result was transformed in lichnostno-dejatelnostnyj the approach according to which readiness for professional work represents a combination of personal features, functional conditions and readiness of the person, that is considered in connection with formation, development and perfection of mental processes, conditions, the properties of the person necessary for successful performance of activity.

In a context lichnostno-dejatelnostnogo the approach to studying of readiness for professional work the idea of the time characteristic of readiness develops. With M.I.Djachenko and L.A.Kandybovich allocate long-term readiness («preliminary, general or long readiness» [58, with. 50]) and situational readiness («a condition of time readiness» [58, with. 51]). Authors understand As long-term readiness got before installation, knowledge, ability, skills, experience, qualities of the person and the motives of activity providing success in realisation of professional work. Situational readiness, in their opinion, arises on the basis of long-term and represents a condition characterised by actualisation of forces and possibilities for successful actions at present.

From the point of view of representatives lichnostno-dejatelnostnogo the approach, for understanding of a problem of professional readiness it is necessary professiograficheskoe the description of concrete activity.

M.I.Djachenko professiogrammy the expert with higher education has presented structure thus:

– A trade general characteristic;

– The basic features of the future professional work;

– Properties of an orientation of the expert;

– General educational preparation and the general intellectual development;

– Specific properties and abilities [57].

In other words, the description of a trade and the abilities necessary for its realisation, allows to reveal professionally important qualities and abilities which the person for successful formation of readiness for professional work should possess.

The analysis of the discrimination to understanding of essence of readiness for professional work has allowed us to draw a conclusion, that lichnostno-dejatelnostnyj the campaign is the most perspective as according to it readiness is defined as complete display of all parties of the person and result of preparation for the activity, giving the chance effectively to carry out the functions. This approach has laid down in a basis of the research carried out by us.

At the same time it is possible to establish, that division into approaches to understanding of readiness is very conditional. The semantic border between them is thin and indistinct. For this reason in our research we adhere lichnostno-dejatelnostnogo to the approach in which frameworks scientists do not contrast readiness as mental condition and as quality of the person, and consider it as integrativnoe formation of personal features of the person (belief, sights, character traits, etc.), situational mental conditions (vigilance, concentration, satisfaction, etc.) and readiness of the person.

For a concrete definition of object of dissertational research it was presented to us expedient to correlate value of concept «readiness for activity», offered K.K.Platonovym (wide, concrete and private), and approaches to research (functional, personal, lichnostno-dejatelnostnyj). It has allowed to concretise sense of readiness over which formation we will work during the further research. Certainly, at research of readiness for activity it is necessary to consider all values of the given concept, but, unfortunately, it does work practically impracticable and complicates the analysis of process of formation.

The functional approach to "readiness" research in a broad sense – necessity comprehension to participate in joint labour activity which grows out of labour education and is expressed in prestarting activization of mental functions.

The personal approach to "readiness" research in a broad sense – necessity comprehension to participate in joint labour activity which grows out of labour education and is expressed in display of the lichnostno-individual qualities promoting effective realisation of activity.

Lichnostno-dejatelnostnyj the approach to "readiness" research in a broad sense – necessity comprehension to participate in joint cooperation which grows out of labour education and is expressed as complete display of all parties of the person, giving the chance effectively to carry out the functions.

Readiness formation at a support on all approaches in wide value mostly lays down on family shoulders as the relation to work, desire to participate in joint cooperation in many respects develop at early children's age by means of orientation to significant adults [104].

The functional approach to "readiness" research in private sense – readiness to directly coming in known or possible conditions of the activity, expressed in prestarting activization of mental functions.

The personal approach to "readiness" research in private sense – readiness to directly coming in known or possible conditions of the activity, expressed in display of the lichnostno-individual qualities promoting effective realisation of activity.

Lichnostno-dejatelnostnyj the approach to "readiness" research in private sense – readiness to directly coming in known or possible conditions of the activity, expressed as complete display of all parties of the person, giving the chance effectively to carry out the functions.

To us sees, that readiness in private sense to the full can be generated only in the conditions of practice lasting many days, that is is direct in the course of work in the chosen direction. On the other hand, the generated readiness in concrete sense, that is readiness for certain activity, partially includes readiness in the private.

The functional approach to "readiness" research in concrete sense – readiness for the certain work which has become by a trade, expressed in prestarting activization of mental functions.

The personal approach to "readiness" research in concrete sense – readiness for the certain work which has become by a trade, expressed in display of the lichnostno-individual qualities promoting effective realisation of activity.

Lichnostno-dejatelnostnyj the approach to "readiness" research in concrete sense – readiness for the certain work which has become by a trade, expressed in complete display of all parties of the person and giving the chance effectively to carry out the functions.

Understanding of readiness in concrete value and a support on lichnostno-dejatelnostnyj the approach to studying do process of its formation by the most purposeful. It has defined understanding of object of our research – formation of readiness for professional work.

The understanding of readiness for professional work as result of professional formation in classical treatment, is unity of three aspects: physiological, subject and psychological. Accordingly, readiness for professional work is expressed in a combination of three aspects: suitability to work, readiness to work and subjective a condition of the person considering of capable, certain professional work prepared for performance and aspiring it to carry out.

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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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  13. 2.3 Maintenance of constructive and organising components of readiness for is professional-pedagogical activity
  14. 1.3 Features of is professional-pedagogical activity and formation of readiness for it
  15. realisation of pedagogical conditions of formation of readiness for professional self-determination of the minors condemned to imprisonment, in an educational colony
  16. 3.3 Experimental check of model of formation of components of readiness for is professional-pedagogical activity
  17. Repeated diagnostics sformirovannosti constructive and organising components of readiness for is professional-pedagogical activity