ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ДО САМООЦІНЮВАЛЬНОЇ ДІЯЛЬНОСТІ

The author presents the results of experimental work in formation of readiness to self-evaluative activity in junior school teachers as a component of evaluative activity. Academic subjects in Pedagogy are defined as contextual basis for systematic self-evaluative activity of future elementary school teachers. The system of academic-pedagogical situations was tested with the help of their analysis, defining pedagogical tasks, and solving the latter in the process of their interaction. Academic-pedagogical situations are studied as real situations taken from teacher/student’s experience, literature references, witnesses’ evidences, and introduced to students for analyses, defining key problems, formulation of ideas concerning solution of such problems. Different types of academic-pedagogical situations according to self-esteem functions such as stating, mobilizing-involuntary, planning, regulating, protective, developing, signaling, emotional, adaptive, prognostic, correcting, retrospective, motivating are suggested in the paper. Stating and formation stages of experimental work are analysed. In the process of academic-pedagogical situations analysis students are motivated to constant self-estimation. Reflexive skills, in particular, are formed as the mentioned above process always ends in reflexion stage.The author presents the results of experimental work in formation of readiness to self-evaluative activity in junior school teachers as a component of evaluative activity. Academic subjects in Pedagogy are defined as contextual basis for systematic self-evaluative activity of future elementary school teachers. The system of academic-pedagogical situations was tested with the help of their analysis, defining pedagogical tasks, and solving the latter in the process of their interaction. Academic-pedagogical situations are studied as real situations taken from teacher/student’s experience, literature references, witnesses’ evidences, and introduced to students for analyses, defining key problems, formulation of ideas concerning solution of such problems. Different types of academic-pedagogical situations according to self-esteem functions such as stating, mobilizing-involuntary, planning, regulating, protective, developing, signaling, emotional, adaptive, prognostic, correcting, retrospective, motivating are suggested in the paper. Stating and formation stages of experimental work are analysed. In the process of academic-pedagogical situations analysis students are motivated to constant self-estimation. Reflexive skills, in particular, are formed as the mentioned above process always ends in reflexion stage