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17PEDAGOGICAL SCIENCES
READINESS OF FUTURE ELEMENTARY SCHOOL TEACHERS TO IMPROVE SPELLING
COMPETENCY
Vitiuk V.
candidate ofpedagogical sciences, associate professor of the department ofphilology and methods ofprimary education Lesya Ukrainka Eastern European National University, Ukraine, Lutsk,
Abstract
The article is described the issue of readiness of future elementary school teachers for self-improvement of spelling competency in the context of modern sociocultural challenges and requirements of the New Ukrainian School. Readiness is defined as a psychological state, socially-valuable and motivationally effective personality quality, an integrated result of linguistic and linguodidactic education and self-education, which provides an effective result of training a specialist of a modern university. A professiogram has been concluded for the formation of the spelling of the competence of future primary school teachers.
Keywords: readiness, spelling competency, graphics, calligraphy, orthography, punctuation of the Ukrainian language
The beginning of the third millennium is characterized by the dynamics of updating the content of education, focusing on a new pedagogical consciousness, meets the sociocultural challenges and requirements of the New Ukrainian School. The educational paradigm system in our time is aimed at preparing a future elementary school teacher who will have not only a steady interest in pedagogical activity, necessary character traits, desire to master knowledge, skills, but also a willingness to carry out educational activities.
The problem of the individual's readiness for activity is one of the key in the context of its professional development as future teachers of the New Ukrainian School. Confirmation of thought is the data of the National Institute for Strategic Studies that "over the past decade, the system of generation and transfer of knowledge has changed dramatically, and their volume has increased many times. Today it is impossible at one time, even for 5 or 6 years, to prepare a person for professional activities for life. Now about 5% of theoretical and 20% of professional knowledge is updated annually " [12]. G. Tereshchuk's considerations are suitable: "In modern conditions of rapid changes and total informatization, the readiness of the student comes to the forefront, taking into account personal capabilities and interests, quickly and clearly monitor and select information, design methods of action in order to successfully complete specific tasks in accordance with the didactic goals set by the teacher" [19, p. 7].
An analysis of the psychological and pedagogical literature suggests that the problem of readiness for a certain type of activity, the determination of the ways of its formation is the subject of study by many researchers. First of all, we consider the interpretation of the concept of "readiness" in lexicographic sources. The most common are interpretations of the definition as "the desire to do something" [17, p. 148; 4, p. 257]; "Organize something; teach what is needed; give the necessary knowledge " [14]; "The state of mobilization of all psychophysiological systems of a person, ensuring the implementation of certain actions" [11]; "Such
a state of man, for which she is ready to take advantage of some experience" [1].
The concept of "readiness" is the subject of research by teachers, psychologists, methodologists. So, psychologists consider readiness for activity as a prerequisite for purposeful activity, an integral quality of personality (D. Leontyev [9], K. Platonov [13]), a synthesis of certain personal qualities (A. Krivilova [8], V. Krutetskiy [9], S. Maksimenko [5]), the psychological condition for the success of an activity (V. Borisov [2], I. Shevchenko [20]).
Platonov [13], S. Rubinstein [15], consider readiness as a special mental state, an integral manifestation of personality, occupies an intermediate position between psychological processes and personality traits. M. Dyachenko [5], L. Kandibovich [5], V. Krutetskiy [9], V. Slastenin [16] define readiness as a complex multi-level education, a dynamic system with cognitive, volitional, motivational and emotional characteristics. V. Slastenin notes that readiness for pedagogical activity is not an inborn quality of a person, but the result of its preparation in a pedagogical educational institution. The factors that contribute to the optimization of the readiness formation process include theoretical and practical preparation of students for pedagogical activity, the development of adequate motivation and professionally important personality traits. The scientist identifies such components of readiness for pedagogical activity: psychological, scientific-theoretical, practical, psychophysiological, physical readiness [16, p. 205].
M. Dyachenko, L. Kandibovich [5] characterizes readiness both as a state and as an integrative quality of a person. V. Krutetskiy [9] considers readiness as a synthesis of personality traits that determine its suitability for activity. M. Dyachenko calls readiness a stable personality characteristic, acts constantly, it does not need to be formed each time in accordance with the objectives of the activity. Manifesting in advance formed, this readiness, according to the researcher, is a determining prerequisite for successful activity [5]. In this regard, the interpretation of the concept of "readiness"
by I. Zimnaya as "the worldview maturity of a person, broad and systemic professional-subject, as well as communicative and didactic competence" [6] deserves attention.
We agree with the interpretation of readiness for activity V. Krutetskiy and N. Dyachenko, L. Kandibo-vich that this is a complex personality formation (or: it is a synthesis of personality traits), which determines its suitability for activity, is a dynamic system with cognitive, volitional and emotional characteristics.
V. Bocelyuk and V. Zaritskaya argue that "any activity of a person begins with a semantic attitude, it can vary in accordance with the situation, the activity of the subject, his needs" [3, p. 69]. Researchers suggest the phenomenon of readiness to structure according to the following criteria: 1) a positive attitude towards the subject (student), the object (the educational process) and the mode of activity; 2) the emotional richness of the positive attitude of the teacher, his personal interest; 3) knowledge about the structure of the personality, its age-related changes, the purpose and methods of pedagogical impact in the process of its formation and development; 4) the ability to influence the personality is formed; 5) the desire to communicate, share their experience, knowledge on the content and ways to achieve socially important goals [3].
V. Yakunin considers readiness to be components of readiness, which includes emotional, intellectual, volitional, motivational spheres, interest, attitude to activities, a sense of responsibility, confidence in success, mobilization of forces, the need to carry out activities at a high level, manage your feelings, etc. p. as well as operational and technical readiness, which covers professional knowledge, skills, means of pedagogical influence [21, p. 535-547].
We share the views of scientists in the fact that readiness is still the psychological state of the personality, it provides the ability to mobilize the necessary resources for the implementation of educational activities, the ability to consciously respond to tasks, requirements, attitudes in order to successfully fulfill them on the basis of acquired knowledge, formed skills, skills, experience.
In the context of our study of the readiness of future elementary school teachers to form and improve the spelling of competency, we consider it as a psychological state, socially-valuable and motivationally effective personality quality, an integrated result of linguistic and linguodidactic education and self-education, which ensures an effective result of training a specialist of a modern university.
The willingness of students to form and improve the spelling of competency is determined by the following indicators:
- awareness of the need to introduce spelling changes to the new edition of Ukrainian spelling in speech practice, to improve spelling literacy as a conscious citizen of the state and future teacher of primary school, whose communication culture should be exemplary;
- focus on deepening knowledge on graphics, calligraphy, spelling, punctuation, the implementation of the system of exercises and tasks, webquests, projects, research work, the mood for experimental activity;
- willingness to overcome difficulties, correct graphic skill, spelling and punctuation literacy;
- spelling competency at a high and sufficient level.
These indicators do not reveal themselves in isolation, but in various combinations and relationships.
The content of students' readiness, according to V. Slastionin, I. Isaev, E. Shiyanov [16], can be accumulated in a professiogram. M. Pentilyuk defines a profes-siogram as "a list and description of general labor and special abilities necessary to carry out pedagogical professional activity" [18, p. 209].
The foregoing gives grounds for the students' readiness to form and improve the spelling of competence to conclude in a professiogram that reflects the individual psychological characteristics of the person, professional and pedagogical characteristics and key requirements for spelling literacy, which in general are the basis for the linguo-didactic orientation of the future teacher of the New Ukrainian School (fig. 1).
Fig. 1. The professiogram of the formation of the spelling of the competence offuture primary school teachers
Determining the psychological and pedagogical readiness of future elementary school teachers, it is worth noting that it is important to correctly formulate the main characteristics of students of pedagogical universities in the context of the implementation of the concept of the New Ukrainian School. So, a motivated teacher is a priority requirement of the Concept of the New Ukrainian School: "A Ukrainian school will be successful if a successful teacher comes to it" [10]. With this in mind, a modern elementary school teacher should be able to generate new ideas and implement them in order to increase their own social and professional status, scientific, theoretical and practical methodological levels of professional competence in accordance with the main directions of state policy in the field of education and public challenges. Therefore, the challenges of modern society involve increasing the competitiveness of future specialists who not only perfectly master the technology of their own profession, but also
competently use language resources for interpersonal interaction in professional-production situations.
Justifying the need for spelling readiness of students, we propose a spelling structure for readiness, which includes a personality component, a knowledge (cognitive) component, an activity (praxeological) component, and a synergetic component. To the personal component we include communicative-spelling interest, a linguistic motive, a conscious need, and intellectual value. The knowledge component requires a deep knowledge of graphics, calligraphy, spelling, punctuation of the Ukrainian language. The activity component includes spelling skills, oral and written communication experience. The synergetic component provides for self-improvement, self-development, self-analysis, self-esteem.
Considering the psychological-pedagogical and spelling readiness as a basis for students' linguodidactic orientation, we proceed from the fact that the future elementary school teacher must understand his mission
in the modern educational process, analyze his level of readiness for teaching graphics, calligraphy, spelling, and punctuation for primary school applicants New Ukrainian schools.
So, the last decade is characterized by the modernization of national education in Ukraine, aimed at updating the content, forms, methods and teaching aids. Changes are taking place in the elementary grades of the New Ukrainian School, which prompts the search for productive ways to improve the quality of higher education, in particular, the training of future primary school teachers who will ensure the proper development of the new generation of the 21st century - the Alpha generation. Therefore, it is so important to determine the willingness of future elementary school teachers to form and improve the spelling of competence in the context of the requirements of the New Ukrainian School.
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