PEDAGOGICAL CONDITIONS OF FORMATIONANALYTICAL AND PREDICTIVE READINESSFUTURE PRIMARY SCHOOL TEACHERS

Abstract

We consider analytical and prognostic readiness to be the most important condition of readiness for the professional activity of future teachers.

In our research, we proceed from the understanding of readiness as a complex psychological education that combines thought processes, knowledge and skills with actions that ensure success in pedagogical work. Therefore, we define analytical and prognostic readiness as an opportunity to carry out actions aimed at investigating possible trends, transformations and prospects for the development of subjects and objects of pedagogical activity.

Key words: readiness, analytical and prognostic readiness, pedagogical conditions, primary school teachers.

Readiness is a unity of the following components: knowledge – the content of analytical and prognostic activity, activity - the procedural side of analytical and prognostic activity, thinking – the qualities of thinking that determine the structure of the ability to predict. Analytical and prognostic readiness is studied in various sciences: psychology, pedagogy, politics, sociology and economics, as it is a complex integrative quality of personality.

This article presents pedagogical conditions for improving the effectiveness of the process of forming analytical and predictive readiness of future primary school teachers.

The effectiveness of the formation of analytical and prognostic readiness of future primary school teachers is ensured through the implementation of a set of pedagogical conditions: the study of the professional characteristics of future primary school teachers; the participation of students in research projects; the introduction of elements of analytical and prognostic training into the educational process of a pedagogical university.