Adaptive coping as a resource for development of psychological readiness to professional activity among future teachers

Statement of the problem. The article is devoted to the problem of formation of psychological readiness of students for professional pedagogical activity. The content of the concept “psychological readiness” for professional activity is revealed, its structure is considered. It is shown that adaptive and relatively adaptive variants of coping behavior in cognitive, emotional, behavioral spheres can serve as a personal resource in the period of professional training of future teachers. The purpose of the article is to present the results of the study of coping strategies and psychological properties of pedagogical University students in the context of formation of their psychological readiness for professional activity, taking into account the requirements of the professional standard “Teacher”. Materials and Methods. The methodology of the research is activity-based and subjective approaches to the process of professional identity formation, the theoretical analysis of scientific literature on the problem of psychological readiness to professional activities and the theory of coping strategies. Diagnostic tools are presented via test methods “Diagnosis coping mechanisms” (E. Heim), “Indicator coping strategies” (D. Amirkhan), “Capacity of self-government” (N.M. Peysakhov), “Communicative and organizational inclinations (COS-2)” (V.V. Sinyavsky, B. A. Fedoryshyn), “Diagnosis of leadership skills” (E. Zharikov, E. Krushelnitsky), “Self-stress” (S. Coгсhen, G. Willianson), “Diagnostics of the level of empathic abilities” (V.V. Boyko). Statistical data processing was carried out using single-factor analysis of variance in the IBM Statistics SPSS-19 program. Research results. On the basis of theoretical analysis of literature, the structural components of psychological readiness for professional activity of students of pedagogical University are defined. Differences in indicators of psychological readiness for professional activity of students with different variants of coping behavior adaptability are revealed. Conclusions. The conclusion about psychological unpreparedness for pedagogical activity of University students using non-adaptive variants of coping behavior is made. On the contrary, the use of adaptive and relatively adaptive variants of coping behavior by students of pedagogical universities can be considered as a personal resource for the formation of psychological readiness for professional activity.