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ТЕХНОЛОГІЧНА ГОТОВНІСТЬ УЧИТЕЛЯ ІНОЗЕМНОЇМОВИ(АНГЛІЙСЬКОЇ) ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

100%
Козаченко І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 1(45)
147-155
EN
The current state of socio-economic development of Ukrainian society necessitates the preparation of educated, moral, mobile, constructive and practical people capable of cooperation, intercultural interactions that have a deep sense of responsibility for the fate of the country, establishing it as a sovereign, independent, democratic, social, legal state. Education is the basis of personality, its intellectual wealth, the key to the future of Ukraine. The leading role in this process belongs to the teacher. The general process of reform of higher education in the context of Ukraine objectives of the Bologna process actualizes an appeal of innovation in the sphere of education that emerged in different historical periods and determined its development today. The most complete essence of readiness for professional work is given by L. V. Kondrashova. Readiness is a complex personality formation, including ideological and moral and professional attitudes and beliefs, vocational and educational orientation mental processes, self-control, optimism teaching, performance, installation and creative educational work, the ability to determine the difficulties to self-evaluation of its results, the need for professional self and providing highly effective pedagogical. Readiness of a teacher to professional activity should be considered at three levels: personal, theoretical and technological. We turn our attention to the technological readiness, which is regarded as integrative, significant quality of the individual, which consists of various components. The analysis of scientific literature on the researched topic allowed to identify the structural components of technological readiness of future teachers of foreign languages (English) for professional careers. Based on the analysis of scientific literature, given the specificity of teachers of foreign languages, we have identified the following structural components: motivation, informative, contents, evaluative, reflective.Dedicated structure and its components allow us to develop a content technology of the training of future teachers of foreign languages to use various technologies, forms and methods of professional activity.
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