Psychological readiness of a specialist to activity as a pedagogical problem

Introduction. The relevance of the article is due to the problem of increasing the requirements of modern society for the quality of professional training of graduates. The article talks about the need to form psychological readiness for the activities of young specialists as an integrated system of professional and personal qualities and properties, the result of which is expressed in the willingness of a specialist to solve current and promising work tasks.

Purpose setting. The purpose of the study is to identify the key block of psychological readiness of a specialist to work in the logic of pedagogical science.

Methodology and methods of the study. The analysis of scientific publications has shown that the problem of psychological readiness for professional activity is the subject of research by many scientists of general and military pedagogy. Based on the theoretical stage of the research, the authors came to the conclusion that the development of readiness for activity is facilitated by the special mental state of the individual and the presence of a model of actions and a focus on their implementation, which are determined by the availability of appropriate abilities and conditions necessary for the successful implementation of its activities, based on an understanding of the anticipatory reflection of reality, providing a preventive adaptation to the upcoming changes in external conditions or the formation of preparatory changes for future events. Therefore, psychological readiness for activity is a «preventive» adaptation to future labor events.

Results. The results of the study include the description and analysis of the problem of psychological readiness for activity in the logic of psychology and pedagogy. The idea of the model of psychological readiness for activity, built on the principles of its implementation, is revealed; the content of each of its components is disclosed and the level criteria characteristic of each of them in the logic of high, medium and low is given. A step-by-step program for the formation of psychological readiness for activity is presented, including a diagnostic complex, the content of work at each stage, and options for the probabilistic result of preparedness.

Conclusions. In the final part of the work, it is said that the research problem is practice-oriented and allows us to state that psychological readiness in activity contributes to ensuring high labor productivity, the development of professional qualities necessary for the work performed (initiative, active life position, organizational skills), high efficiency. Psychological readiness for activity is a «preventive» adaptation to future work events.

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