Psychological conditions and indicators of the dynamics of the development of the professional consciousness of future teachers. The main formation of the proper organization of psychological and pedagogical support during training in higher education.
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RESULTS OF THE PROGRAM APPROBATION OF FUTURE TEACHERS’ PROFESSIONAL CONSCIOUSNESS DEVELOPMENT O.I. Chepishko Problem identification and its relation to important scientific and practical tasks. In today’s socio-cultural and economic situation in Ukraine, society needs a teacher who would be able to build the professional activities in accordance with values of the personality. There is a need to go beyond the limits of a technological understanding of professional occupation to studying the professional consciousness of a career man. Research of the professional consciousness of practising teachers and in the stage of their educational preparation belongs to a soundly declared (H.V. Akopov; N.I. Huslyakova; YE.I. Isayev, S.H. Kosaretskyy, V.I. Slobodchykov; I.YA. Lerner; YE.I. Rohov; L.V. Rymar; D.V. Ronzin; O.S. Tsokur; YU.M. Shvalb), but not enough realized area of research. At the same time, professional consciousness is the main “knot”, which focuses a contradiction between the current practice of a pedagogical education and a specific professional activity. A brief review of researches and publications on the subject. Different aspects of professional consciousness of pedagogues and future teachers are reflected in the studies of Ukrainian and foreign psychologists and educators. Thus, the scientists studied the professional-and-pedagogical thinking and reflection (T.P. Dyak; M.M. Kashapov; YU.N. Kulyutkyn, H.S. Sukhobskka; O.A. Orlov); professional self-consciousness and the identity of a teacher (I.V. Vachkov; M.I. Kryakhtunov; O.V. Kulish; A.K. Markova; L.M. Mitina; N. Boreham, P. Gray; G. Cattley; J. Sachs; M. Zembylas); psychological conditions (S.H. Kosareckyj) and mechanisms of the professional consciousness formation (N.I. Huslyakova).
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