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3.1 Structurally functional analysis of abilities of self-organising as prediktorov formation of readiness for is professional-pedagogical activity

The analysis of requirements to level sformirovannosti constructive and organising prediktorov readiness for the is professional-pedagogical activity, spent by us in the previous paragraph, has allowed to conclude, that in a basis sformirovannosti on sufficient for productive activity by a trade level constructive and organising prediktorov readiness ability of students to streamlining of time and spatial structures lays.

Studying of the general principles of functioning of systems in which of chaotic conditions are spontaneously built vysokouporjadochennye spatial, time and existential structures, became a synergetrics object of science [156, 180].

The organisation as process can be directed on external object or on own structure. Ability of various natural systems to adaptation, self-reproduction and development has pushed the scientific world to research of the phenomenon of self-organising within the limits of various sciences. Having found out properties of self-organising at level of a cage, an organism, biological population, human collectives, such sciences as physics, biology, neurophysiology, psychology, pedagogics and others, have started their studying.

The modern device of a life with constantly varying welfare conditions makes special demands to adaptive abilities of the person which, in turn, are connected with ability rationally to organise the ability to live [78, 92]. From this follows, that vocational training and education is necessary for building, being based on requirements and interests of youth [185].

Development of ability to self-organising at high level does possible finding of the integral quality of the successful expert in a modern society – professional mobility [5].

Professional mobility – the property of social subjects expressed in their ability quickly and adequately to modify the activity under constantly varying conditions of an environment, that is a social and economic situation [190, with. 32].

Self-organising acts, according to E.F.Zeera, one of necessary conditions of professional mobility and effective joint cooperation and is understood by the author as ability to co-operate with an environment, to design new organizational structures, to carry out new functions [190, with. 35].

Thus, it has allowed us to assume, that ability of the person to self-organising is the factor influencing on sformirovannost of constructive and organising components of readiness for is professional-pedagogical activity trained.

Constantly changing social and economic conditions in the modern world make special demands to adaptive abilities of the person which, in turn, are connected with ability rationally to organise the ability to live [133].

Considerable experience of formation of educational self-organising of students is saved up for the present moment. For example, And. V.Smirnov considers educational self-organising as the integral attribute of development of informative motivation of students [183].

Value of self-organising for effective functioning of constructive and organising components of readiness for pedagogical activity is expressed in abilities freely and competently to predict, design, make of the decision, to put the purposes, to plan, carry out the situation analysis, to carry out self-checking, correction and the analysis of results at all levels: own informative processes and activity, interpersonal relations with students and management of activity of students.

At the heart of actions on purposeful selection of a material, employment planning, a choice of methods and means of carrying out of employment, the organisation of productive interaction with students and activity of students high level of abilities of self-organising [15] lays.

In what ability to organise consists? The concept "organisation" (from French organisation and pozdnelatinskogo organizo – I inform a harmonous kind, I arrange) reveals in the Philosophical encyclopaedic dictionary as follows:

– Association of individuals in a single whole for joint work;

– Set of processes or the actions leading to formation and perfection of interrelations between parts of the whole;

– Internal orderliness, interaction more or less differentiated and independent parts whole, caused by its structure [210].

Originally (in 50-60th years of the XX-th century) self-organising has interested physicists. The term "self-organising" meets for the first time in cybernetics and is considered as the organisation of difficult systems. At the heart of a self-organising principle ability of system to adaptation of own behaviour in the conditions of variability of environment [17] lays. In philosophy self-organising has found reflexion in the questions connected with system of internal properties and qualities of the person, being in constant development and movement. Fundamental philosophical works of scientists (N.A.Berdjaev, V.V. Davidov, I.Kant, I.S.Kon, etc.) mention separate questions of self-organising of the person through a prism of self-knowledge and self-determination [210].

In a psychological science research of laws and mechanisms of self-organising as an independent direction was allocated rather recently. Therefore in the given area there are many the theoretical and methodological problems waiting for the decision. Absence of the standard conceptual device concerns number of similar problems – many authors use concepts "self-organising", "self-management" and "self-control" as synonyms, borders of correlation of the given concepts are not defined.

Let's address to the analysis of corresponding categories of the "self-processes", spent by researchers of the given area. Self-management is understood N. M.Pejsahovym as possibility of the person to predict the future results to put before itself the distant purposes, independently to plan the acts and actions, to put forward criteria of an estimation of quality, to take the necessary information on a course of managerial process and to bring in it updatings [147]. Self-control, in its opinion, represents partial, local changes in the borders set from the outside, or independently established norms. In case of realised, any self-control the subject accepts the aim laid down for its, norms and standards.

E. V.Soloveva in the research speaks about value of personal self-control of students of college in structure of psychological readiness for pedagogical activity [186].

Thus, self-management leads to development of the person, and any self-control stabilises, fixes standard receptions and ways of behaviour in experience.

In our opinion, between base categories ("organisation" and "management") exist the considerable distinctions, not allowing organising activity to equate to the administrative. Nevertheless, at level of "self-processes" by the closest to concept self-organising to us sees concept self-management. It is caused by that in this case the subject and object act as one person, and the essence of both processes consists in ability of the person to predict the future results, to put before itself the purposes, independently to plan the acts and actions, to put forward criteria of an estimation of quality, to take the necessary information on a course of process of activity and in due time to introduce corrective amendments [59]. Self-control represents changes which only stabilise a situation, fixing in experience receptions and ways of behaviour.

Formation at sufficient level of abilities of the self-organising necessary for is professional-pedagogical activity, is possible in the presence of technologies and the techniques containing the structurally functional analysis of self-organising, definition of its components and interrelations between them. Thereof it was presented to us necessary to choose from set of approaches to essence and structure of self-organising of various researchers what as much as possible coincide with our representations about process of formation of the abilities connected with realisation of constructive and organising components of readiness for is professional-pedagogical activity.

Self-organising process, as well as any activity of the subject, includes rough, performing and control certificates. That is as a basis of the maintenance of process of self-organising authors use the description of the general structure of the activity, presented in P.J.Galperin, A.N.Leonteva, S.L.Rubinshtejna's works and other Soviet psychologists [114, 173]: planning, processing of the current information, decision-making (rough certificates); realisation of actions (executive certificates) and an estimation of results, correction (control certificates).

As basic theoretical kontseptov structures of self-organising we use point of view N. M.Pejsahova who has devoted set of works to the given problematics. It it is primary (1984) represented self-organising structure as follows: forecasting, tselepolaganie, planning, self-checking, self-correction [147]. Later works N. M.Pejsahova, created in the co-authorship with M.N.Shevtsov (1991), represent self-organising process more in detail – the full cycle contains already eight components:

1. The analysis of contradictions (orientation in a situation) – the certificate of creation of subjective model of a situation.

2. Forecasting – a prediction of a course of events or own actions, acts as result of that the forecast based on the analysis of the past and the future.

3. TSelepolaganie – transition from the assumption of probability to make change to the assumption of possible results. In a basis tselepolaganija the forecast lays, and result tselepolaganija is the subjective model wished, due.

4. Planning – creation of model of means of achievement of the purpose – the plan as systems of means and sequence of their application.

5. Decision-making – the certificate, allowing to pass from the plan to actions.

6. An establishment of criteria of an estimation – a choice of parametres for definition of degree of realisation of the plan as result of all system of relations of the person to other people, to itself, the possibilities. Here the self-estimation of the subject is shown.

7. Self-checking – gathering of the information on how there is a plan performance. A self-checking basis is the self-estimation.

8. Correction – change of real actions, behaviour according to the planned plan and unsatisfactory degree of achievement of an object in view [147].

If in a reality there is no divergence reached with the plan planned earlier there is a fastening of a used way of behaviour and if is the new cycle of self-organising begins: the new analysis of a situation, forecasting, tselepolaganie etc. This cycle repeats until the requirement for perfection of separate links, stages of process of self-organising will disappear, there will be no yet a transition to self-control, that is to habitual acts and the actions made on the basis of the found purposes, plans, criteria of an estimation of quality.

Continuing to argue on recurrence of processes of self-organising, it is necessary to recollect model of training of D.Kolba. The model of a cycle of training of D.Kolba considers any activity as cyclic process with consistently interconnected stages:

– Concrete search activity (in which process there is a data gathering);

– A critical reflexion (the analysis of the collected data and reflexion about them);

– Creation of abstract concepts and models of behaviour, activity;

– Active introduction and use of behaviour, activity; (test of the created concepts) [232].

It is obvious, that it is possible to draw some parallels between a cycle of self-organising and a cycle of training of D.Kolba.

D.Kolba's researches have shown, that concrete people prefer different stages of a cycle. These preferences formed as a result of personal experience, abilities and customs, are constant enough, though at the appendix of efforts in due course can be changed. According to a prevailing stage the author has allocated following types of the person:

– "Figure" – a stage of concrete search activity;

– "Reflexing" – a stage of a critical reflexion (analysis);

– "Theorist" – a stage of creation of abstract concepts, theories and modules;

– "Pragmatist" – a stage of active introduction and use of the created theories.

Thus, it gives us the bases to assume, that different people prefer use of separate abilities of self-organising.

The structural analysis of self-organising has allowed to allocate a number of abilities (the situation analysis, tselepolaganie, planning, etc.). They (as well as readiness components) are rather independent from each other (different people can prefer use of separate abilities). But to speak about the self-organised person it is possible only in a case sformirovannosti at sufficient level of all abilities of self-organising as they are necessary for realisation of different stages of activity.

A.D.Ishkov (2004) investigating a question of communication of structure of self-organising and personal qualities of students, has carried out the analysis of components of process of self-organising and has defined, that the majority of researchers as the most essential allocate: tselepolaganie, the situation analysis, planning, self-checking, correction [75].

Thus, it is possible to speak about the general structure of self-organising including rough, performing and control certificates.

E.J.Mandrikova (2010) by working out of a questionnaire of self-organising of activity has allocated following scales in self-organising structure: regularity, purposefulness, persistence – propensity of the person to the appendix of strong-willed efforts for end of the begun business and activity streamlining, fixing – propensity of the person to fixing on in advance planned structure of the organisation of events in time, self-organising by means of use of external means – propensity of the subject to isyopolzovaniju external means of the organisation of activity, orientation to the present [125].

Being the representative of a direction Time management [11], the author has added classical structure of self-organising with the components reflecting the relation of the person to time resources and propensity of the subject to use of external tools for the organisation of own activity.

As a reference point for creation of model of formation of readiness for is professional-pedagogical activity in the research we use structural model of self-organising N. M.Pejsahova and M.N.Shevtsov. That is we assume, that effective formation of constructive and organising components of readiness for is professional-pedagogical activity will be promoted by intelligent and realised use trained self-organising processes – forecasting, tselepolaganija, planning, the analysis of a situation, self-checking, correction for the decision of is professional-pedagogical problems (table 3.1.1).

Table 3.1.1 – the Maintenance and functions of abilities of self-organising for the teacher of vocational training

Abilities of self-organising The maintenance Functions
The situation analysis The analysis of bases of formation of patriotism and civic stand trained, works with the uchebno-program documentation, is professional-pedagogical situations, and also the information for the decision of the problems arising in is professional-pedagogical activity The reflective

(Control)

TSelepolaganie Statement of the purposes of use of individually-personal concepts of is professional-pedagogical activity, the obrazovatelno-spatial environment for theoretical and practical training of the future workers individualised, dejatelnostno and lichnostno the focused technologies and techniques of training of the future workers, ways and ways of is professional-pedagogical activity, forms, methods and control devices of results of preparation of the future workers The rough
Planning Planning of own behaviour and activity, interpersonal interaction with trained both actions for training and social preventive maintenance trained on the basis of objects in view The rough
Self-checking The organisation of uchebno-professional, teaching and educational, economic, economic-legal activity, research work on the basis of an object in view and the created plan Operational (performing)
Correction Change of real actions, behaviour of the teacher of vocational training according to the planned plan and unsatisfactory degree of achievement of an object in view The reflective

(Control)

As one of the basic reflexions of ability to carry out professional actions at level of skill of T.S.Kabachenko and P.A.Silajchev consider ability to plan, proceeding from own purposes, all spectrum of effects of professional influence [76, 179].

We in the research, agreeing with T.S.Kabachenko, accept ability to plan the activity for key ability for self-organising process.

Self-organising of the teacher of vocational training – ability to use processes of the organisation of a life and activity (tselepolaganie, planning, the situation analysis, self-checking, correction) for the decision of applied problems of is professional-pedagogical activity.

The following problem of our research is the estimation at students of existing abilities of use in a life and self-organising activity.

By results of S.N.Mihnevich's research, sformirovannost abilities of self-organising at students-first-year students is on a low level [131].

As techniques of an estimation of abilities of self-organising at the future teachers of vocational training we use A.D.Ishkova's questionnaires [74] and E.J.Mandrikovoj [125].

Thus, it is possible to conclude, that at the heart of actions of constructive and organising components of readiness for pedagogical activity abilities of self-organising lay: forecasting, decision-making, purpose statement, planning, the situation analysis, self-checking, correction and the analysis of results at all levels (own informative processes and activity, interpersonal relations with students and management of activity of students).

The abilities of self-organising allocated with different authors, correspond with the description of the general structure of activity: rough (planning, decision-making), performing (plan realisation, self-checking) and control (the analysis of results, correction) actions.

Research of recurrence of activity of D.Kolba has allowed the author to establish, that different people prefer separate stages of a cycle, these preferences are formed as a result of personal experience, abilities and customs, are constant enough, but at the appendix of efforts in due course can be changed. Self-organising processes too constitute a cycle, accordingly, insufficient level sformirovannosti abilities of streamlining of time and spatial structures can be caused non-uniformity of use of processes of self-organising. At an estimation of use of processes of self-organising it is expedient to consider, that ability to plan the activity is key for self-organising process.

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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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