УДК 378.22:159.94 Research of a Level of Formation of an Activity-Practical Component of Readiness to Self-Organization in Professional Activity of a Future Lecturer in Higher Education

Abstract

The article substantiates the relevance of forming the competence of self-organization as a universal (functional), interprofessional competence. It is noted that the competence of self-organization can be assessed on the basis of a set of skills, knowledge, attitudes and behavioural reactions of a specialist in specific situations of professional activity. Therefore, at the stage of vocational training it is advisable to measure the readiness of undergraduates for self-organization in their professional activities. Structural components of future lecturers' readiness for self-organization in professional activity are indicated: value-motivational, content-cognitive, activity-practical, regulatory-volitional and reflexive-evaluative. The diagnostic study of activity-practical component formation indicators of readiness of future lecturers in higher education for self-organization in professional activity is carried out on the basis of using of self-assessment methods; a questionnaire for a self-organization research by O. Mandrykova; a self-certification questionnaire; techniques by N. Fetiskin, etc.; technique for determining of a creative self-development by I. Nikishina. According to results of the diagnosis, lack of formation of following factors within future lecturers in higher education is stated: to determine the goals of pedagogical activity; to plan educational or professional activities in standard situations; to apply optimal ways of performing educational or professional tasks; to strike a balance between personal and working time; to perform tasks on time and others. The program of forming work included the following directions: practical methods of work of undergraduates in a process of studying a discipline “Fundamentals of self-organization in professional activity”; organization, control and self-control of their own educational or training and professional activity; integrated use of active forms and methods of contextual learning for a formation of self-organization‟s competencies; analysis and evaluation of their own experience and activities.