Didactic Readiness of Future Teachers of Vocational Education in the Structure of Professional Readiness

  • G. Karatayev, A. Tlemisova, B. Aidarov, Farida Orazakynkyzy, Sh. Bitemirova, A. Saipov


Introduction. The article is devoted to the development of an actual scientific problem - identifying the nature and place of didactic readiness of future teachers of vocational education in the structure of their professional readiness to work in the system of school, technical and vocational education in the dual format. This requires upgrading training system. The aim of the article is to identify the degree of didactic readiness of future teachers of vocational education to work in the professional sphere.

Materials and methods.The information on the research object, collected from 39 scientific and reference sources is presented. The views of various authorsare given. The correlation of the concepts “preparation” and “readiness”, “professional readiness”, “didactic readiness” and the range of their interpretations are consideredon this basis. The essence of didactic readiness proceeds from the content of the teacher’s activity in the system of school, vocational and technical education in the dual format, the leading idea of ​​which is to strengthen the link between training and production, to overcome the mismatch of the production and educational spheres. The dominant components, structural components and levels (low, medium, high) of the didactic readiness of future teachers to work in the professional sphere are determined.The choice of methods for obtaining the desired results is substantiated: analysis of the results of educational and extracurricular activities; methods of admission, intermediate and final control; case-based (method of professional situations); project, integrating knowledge and skills from various scientific and practical areas; observation; poll; testing; experiment and other methods that provide intensive formation.

The results of the study. The results of the survey and testing allowed us to follow the levels of growth in the didactic readiness of future professional education teachers (low, medium, high).

Discussion of the conclusion. In the course of the experiment and approbation of the research results, it was revealed that the implemented methodological tools contribute to the dynamic advancement of students from one level of didactic readiness to the activity to another.