The concept of “readiness for pedagogical activity”: motivational readiness, psychological readiness, readiness to innovative activity

This article is a literature review that is done to compare and organize the results of the research on the concepts of “readiness” and “readiness for pedagogical activity”. Readiness for pedagogical activity is an important aspect of teacher formation and self-development throughout life. The importance of the topic is justified by the fact that there is a part of academic staff that is not ready to work in new conditions due to internationalization of higher education. The processes of globalization and introduction of innovative technologies force faculty to choose between preserving traditional methods of instruction and using new innovative technologies. A survey of SUSU academic staff showed that psychological barrier and internal fear of innovation prevent them from achieving their goals and being active participants in university life. Different approaches to the notion of readiness are considered in the article, two main positions are singled out: the quality of the individual and the condition; the components of readiness are studied: motivational, psychological, cognitive and volitional. Further, the concept of “readiness for pedagogical activity”, its structure and factors influencing the formation of readiness are analyzed. The article reveals the importance of the formation and development of motivational and psychological readiness for professional pedagogical activity. The changes in the motivational sphere at various stages of professionalization of an individual are considered, groups of motives for pedagogical activity are singled out.