Conditions of forming professional responsibility of future primary school teachers

Abstract

At the present stage of the society development active changes in all spheres of life are happening in Ukraine, it is not only the wish of our state to meet European standards, but also the intense development of new technologies and changing views on life which cause the process. Therefore, the demands of society as for the present-day teacher are also being changed. A modern primary school teacher needs to have a high level of professionalism, which is reflected in his/her ability to develop, tohave a responsible approach tohis/her own duties, to find humane approach to each of his-her pupil; in the desire to constantly improve, tohave a critical view of the results of his/her efforts, to complete the planned actions preserving their level of quality and timeliness, in the willingness to take responsibility for his/her actions. Forming a personality is a complex multifaceted process that lasts for the whole life under the influence of economic, social and psychological factors. However, most of the professional qualities are gained by the future specialist during his/her studying at university. Current education system creates conditions forstudents’obtaining in formation and its reproduction, so professional responsibility in such conditions is formed not quite fully. The paper reveals and analyzes conditions of forming professional responsibility of specialists of different spheres. A common algorithm is found for forming qualities of a professionally responsible specialist; the one includes four stages: the first is cognitive; the second is getting practical experience; the third is control; the fourth is self-improvement, development. Taking into account the peculiarities of specialty conditions of forming a professionally responsible primary school teacher are defined, namely: simulation of training and professional situations with the possibility of free choice; developing future primary school teachers’professional responsibility in conditions of the development of the educational environment of the educational institution; involving future primary school teachers in designing social programs during their practice.