Criteria-level assessment of the readiness of young teachers for professional activities

The research problem and the rationale for its relevance.The article focuses on the problem of providing modern educational organizations with highly professional young teachers. Expanding professional tasks for a modern teacher requires a young teacher to form an appropriate readiness for professional activity, and in general rethink the mechanisms of professional socialization of young teachers. The goal of the research is to identify and describe the criteria for the readiness of young teachers to carry out professional activities at each level of its manifestation. Methodology (materials and methods). The study used theoretical and empirical research methods: comparison, analysis, generalization, expert evaluation, as well as content analysis of scientific publications in 2010-2019 to determine the essence of professional readiness of young teachers for professional activity. Results. In the framework of the study, readiness for professional activity is considered as the ability of a teacher to realize the need to evaluate their professional activities, including the identification of professional deficits, in order to increase the existing level of professional competence to perform functional duties. The author identifies the components of readiness of young teachers for pedagogical activity: motivational-value (a set of motives for choosing a professional activity, beliefs and needs, formed against the background of a stable interest in the profession, understanding the significance of professional activity and a positive attitude to it), cognitive-functional (the formation of General and professional competencies) and reflexive-predictive (the ability to plan, analyze and evaluate professional activities). The novelty of the research is to justify the choice of criteria and indicators of readiness of young teachers for professional activity, taking into account the principles of integration and consistency. The practical significance lies in the possibility of implementing a criterion-level assessment of the readiness of young teachers for professional activity in the practice of teacher training.