FACTOR ANALYSIS OF THE FORMATION OF INDICATORS OF PROFESSIONAL READINESS OF STUDENTS OF SPECIALTY 013 “PRIMARY EDUCATION”

Abstract

The article presents the results of a factor analysis of the formation of indicators of professional readiness of students of the specialty 013 “Elementary education” for artistic and educational activities. Professional readiness for the artistic and educational activities of future primary school teachers is an integrated personality formation aimed at effectively solving educational tasks with the help of a formed system of psychological-pedagogical and methodological-artistic knowledge, skills, motives and values, qualities and abilities of the teacher, necessary for effective implementation of all types of artistic and educational activities. We consider it optimal to distinguish the following components of this readiness: motivational, cognitive, value-aesthetic, activity-technological, personal-reflective. The integrity of the professional readiness of future elementary school teachers for artistic and educational activities was checked using the Kolmogorov-Smirnov statistical criterion and the linear correlation method of K. Pearson and the method of E. Pustilnyk to determine the correspondence of empirical data to the laws of factor analysis. Summarizing the results of the factor analysis, we come to the conclusion that there is a fairly close connection between the factors that determine the value-aesthetic and activity-technological components of the primary school teacher’s readiness for artistic and educational activities. Effective in the professional preparation of students for artistic and educational activities in primary school is a factor that is directly related to the professional-pedagogical and reflective abilities of the individual in the environment of the general secondary education institution. Therefore, the development and implementation of the author’s model of professional training of future primary school specialists in the field of art education by means of innovative learning technologies will contribute to the growth of the level of professional readiness of the teacher to solve the tasks of artistic and aesthetic education of younger schoolchildren, the formation of a competitive teacher capable of creative self-realization in professional activities.