The problem of forming the foundations of the professional activity of a preschool teacher at a university

• Valentina N. Belkina Yaroslavl State Pedagogical University named after K.D. Ushinsky https://orcid.org/0000-0003-1903-7500
• Yulia A. Moiseeva Yaroslavl State Pedagogical University named after K.D. Ushinsky https://orcid.org/0000-0003-1481-2280
• Evgeniya V. Safarov Yaroslavl State Pedagogical University named after K.D. Ushinsky https://orcid.org/0000-0001-7347-3755

DOI: https://doi.org/10.46925//rdluz.35.07

Keywords: competence approach, pedagogical activity, quasi-professional activity, productive activity, visual activity

Abstract

The article is dedicated to the problem of the interdependence of the formation of competences between students and components of professional activity. The basic concepts of professional activity are analyzed in the psychological and pedagogical literature, its structure conformed by prognostic, design, constructive, organizational, communicative and reflective components is presented. The professional activity of a preschool teacher is analyzed in greater detail, which has specificities in terms of goal setting, motivation, from the point of view of implementation methods and technologies. An empirical study of the formation of the foundations of the professional activity of a preschool teacher was carried out according to the characteristics of a natural experiment. The content stages of the quasi-professional activity of the students are revealed (modeling of pedagogical situations, pedagogical tests of different levels of student independence). In the processing of analyzing the process of training pedagogical competencies, developing components of the structure of the professional activity of a teacher are simultaneously identified.

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