KUZMENKO M., KAZKO E. READINESS OF FUTURE PRIMARY TEACHERS TO PROFESSIONAL ACTIVITIES: ASSESSMENT OF SUBJECT AND METHODOLOGICAL COM-PETENCIES. LIFELONG EDUCATION: The 21st Century.
2022. № 2 (38). DOI: 10.15393/j5.art.2022.7629


Issue 2 (38)

Education Management in an open global society
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READINESS OF FUTURE PRIMARY TEACHERS TO PROFESSIONAL ACTIVITIES: ASSESSMENT OF SUBJECT AND METHODOLOGICAL COM-PETENCIES

KUZMENKO Maria V.
PhD in Pedagogical Sciences, Associate Professor of the Department of Theory and Methods of Primary Education
Petrozavodsk State University
(Petrozavodsk, Russian Federation)
kuzm476@mail.ru
KAZKO Elena S.
PhD in Pedagogical Sciences, Associate Professor, Asso-ciate Professor of the Department of Theory and Methods of Primary Education, Institute of Pedagogy and Psychol-ogy
Petrozavodsk State University
(Petrozavodsk, Russian Federat)
helenkazko@gmail.com
Keywords:
competence
subject competencies of a teacher
methodological competencies of a teacher
professional competencies of teachers
professional competencies of students
competencies of future teachers
graduates of a pedagogical university
readiness for professional activity.		 Abstract: the article is focused on the readiness of future primary school teachers to solve professional problems taking into account the modern requirements for primary education of the state, society and the professional community. The assessment of students' readiness for professional activities was carried out from the standpoint of the formation of the subject and methodological compe-tencies.
Materials and methods. Analysis of scientific and methodological literature on the problem of students' readiness for professional activities. Analysis of legal documents (standards) in order to compare the approaches to determining the readiness of graduates to solve professional problems. Testing: assessment of the formation of subject-methodological competencies of graduates based on the results of their diagnostic work.
Research results. The labor function of pedagogical activity in primary general education de-fined by the professional standard «Teacher» was compared with the students’ professional compe-tencies according to the federal state educational standard «Pedagogical education». Though for a significant number of positions the correspondence was established but any provisions for reflective skills in the field of self-assessment of professional activity were not found.
The results of diagnostic work performed by students testify to their readiness for professional activities is presented. Students demonstrated a sufficient level of professional competencies for-mation, 85 % of graduates coped with the tasks of diagnostic work. Nevertheless, some professional deficits as a result of the given tasks were revealed. It has been established, that students do not demonstrate a significant difference between methodological and subject competencies. The results of the practical part are consistent with the theoretical analysis and confirm the need for targeted development of reflexive skills in the field of self-assessment of professional activity.
Practical significance. The findings of the study can be used for improvement the system of subject-methodical training of students – future primary school teachers; for adjustments to the con-tent of the programs of academic disciplines; for diagnosing the readiness of students to solve pro-fessional problems.
Paper submitted on: 05/14/2022; Accepted on: 06/03/2022; Published online on: 06/26/2022.

References

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DOI: http://dx.doi.org/10.15393/j5.art.2022.7629