CRITERIA, INDICATORS AND LEVELS OF FUTURE TEACHERS' READINESS TO ORGANIZE A SAFETY-ORIENTED EDUCATIONAL ENVIRONMENT IN A RISKY ENVIRONMENT

Abstract

The article is devoted to the problem of promoting the readiness of future primary school teachers to organize a safety-oriented educational environment under conditions of risks. The purpose of the article is to highlight and substantiate the criteria, indicators, and levels of future primary school teachers' readiness for this type of professional activity. To achieve this goal, the author analyzed the regulatory and legal documents that define the purpose and objectives of education at the present stage of development of society and primary education in the context of its reform on the basis of the New Ukrainian School; psychological and pedagogical literature on the issues of professional training of future primary school teachers to organize a safety-oriented educational environment under conditions of risks and its correlation with readiness for this activity. It has been determined that the readiness of future teachers for pedagogical activity is the result of professional training and the key to the formation of professional competence of future teachers. It is emphasized that the readiness of future primary school teachers to organize a safety-oriented educational environment under conditions of risks is a comprehensive integrative formation of the individual, which includes personal, psychological, health, theoretical, practical readiness and consists of motivational and value, cognitive-communication, operational-activity and personal-reflective components, characterized by motives and beliefs to organize a safety-oriented educational environment in the context of risks. The criteria, indicators and levels of readiness of future primary school teachers to organize a safety-oriented educational environment in a risky environment are characterized; the results of analysis, synthesis and conclusions are generalized and systematized.