FORMATION OF READYNESS OF FUTURE TEACHERS FOR PREVENTIVE ACTIVITY WITH JUNIOR SCHOOLCHILDREN IN THE SYSTEM OF UNIVERSITY EDUCATION

Abstract

The article clarifies and systematically defines the essence of the concept of "preventive pedagogical activity", "readiness for preventive activity"; on the basis of features of preventive activity the essence and specificity of readiness of future teachers for its realization in practice of elementary school is found out. Preventive activity is considered as actions aimed at recognizing the priorities of personal development of students, their needs, motives, goals, abilities, individual psychological characteristics of their own trajectory of professional growth and the acquisition of a high level of professionalism. Readiness for preventive activities is considered as a complex personal education that combines knowledge, skills, professional qualities that allow to successfully carry out preventive activities, build the educational process on the principles of pedagogical support, assistance and prevention of deviations of younger students from the norms of behavior and communication in society. Reasoned the structural components, criteria of this complex personal formation are revealed, the maintenance of preparation of students is substantiated. The structural components of readiness are interdependent and interrelated. Their expressiveness is determined by the content, logic, flexibility of the structural component of pedagogical training of students. It is established that positive results in the formation of students’ readiness for preventive activities are possible with the correspondence of structural components of readiness as a complex personal education of the future teacher and the content of pedagogical training in the university education system. The stage of realization of its purposes in practice of higher school is established (at the first stage primary representations about preventive activity, about functions and preventive actions of the teacher, essence of pedagogical support and prevention of negative habits in behavior of younger schoolboys are formed). At the third stage students master the technology of individual and creative preventive activities, the need to correlate the content of training future teachers for preventive work with the structural components of readiness as an important characteristic of pedagogical professionalism.