ДІАГНОСТИКА ПСИХОЛОГІЧНОЇ ЗРІЛОСТІ МАЙБУТНІХ УЧИТЕЛІВ У ПРОЦЕСІ ОСОБИСТІСНО-ПРОФЕСІЙНОГО РОЗВИТКУ

The article deals with the theoretical and technological foundations of the substantiation and experimental verification of the integral system of pedagogical technologies for diagnosing the psychological maturity of future teachers. To this end, a complex of interrelated and adequate goals and objectives of the study of empirical methods was used: observation, study of pedagogical practice, a statement experiment and a correlation analysis of its results in order to determine the levels of development of the psychological maturity of the future teacher. Content analysis of the research of the structure of the development of psychological maturity allows us to differentiate its general components according to the following indicators: positive thinking, emotions, goal-setting, psychic autonomy, the superiority of rational over emotional, prudence and emotional balance, synergetic and autonomy, the existence of their own philosophy of life. Criteria for the development of the psychological maturity of future teachers identified by a number of qualitative indicators, whose degree of expression determines the degree of expression of its components. An experimental study of the state of development of the components of the psychological maturity of future teachers contributed to the solution of such diagnostic tasks: the method of expert estimation of the levels of manifestation of the components of the psychological maturity of the experiment participants in the educational space of the pedagogical institution of higher education; determining the methods of ranking and self-assessment of socially acceptable expectations of society regarding the importance of components of psychological maturity and the degree of their correspondence with students of pedagogical higher education; elucidation by the method of correlation analysis of the relationship between social expectations of society and selfevaluation of the manifestation of components of psychological maturity by future teachers and determining the levels of development of their psychological maturity. The gradual diagnosis of the levels of the formation of the psychological maturity of future teachers revealed unsustainable growth of qualitative levels (excellent, very kind, good) of its formation at all stages of the professional training of the future teacher. Unfortunately, it should be noted that for modern society, psychological maturity has a low rank. The ranking of the components of personal and professional development by the degree of their appearance by the students showed a very high level of consistency in the significance of psychological maturity in the activity of the technology teacher between the requirements of society and the student's self-esteem. Correlation in this case is statistically significant, and therefore, positive. The obtained results of the research indicate a sufficiently low level of awareness of the modern society and students about the importance of the development of psychological maturity in the activities of teachers. This indicates that existing traditional approaches to the development of the psychological maturity of future teachers in the process of training are inefficient, require conceptual adjustments and appropriate organization for tailor-made pedagogical technologies