Theoretical basis of readiness of teachers for organization of scientific events

Abstract

The article considers the theoretical aspects of readiness, in particular, modern definitions of this concept are given and its levels (long and temporary) are distinguished. It is noted on a fairly wide range of existing scientific research, which testifies to the relevance, complexity and significance of the problem. The generalizing provisions on the category of «readiness for activity» and its structure are specified. Based on the analysis of numerous research positions, the author’s definition of the teacher’s readiness for the organization of scientific events as holistic, integrative, complex in content of personality formation is proposed, characterized by a set of motivational, content, activity, communicative and information components and ensures the speed of actualization of the necessary experience for the qualitative implementation of the tasks. The identified components of this phenomenon are characterized, which are interrelated and complementary. Taking into account the dynamic nature of the teacher’s readiness for the organization of scientific events, the stages of its formation are considered, namely: the beginning, formation and successful functioning. The principles of rational organization of scientific events at the teacher’s level are distinguished, in particular: an integrated approach to the formulation and solution of problems, scientific thinking, planning, dynamism, collectivity, self-organization, economy, criticality and self-criticism, businessmanship, energy, practicality. It is noted that the main mechanisms for the formation of the studied category are: state support for the development of science, information saturation, creative nature of activity, time management, friendly atmosphere and effective interaction in the team, professional interest, internal incentives and motives for self-development, self-improvement and self-determination. The relevance of the formation of the teacher’s readiness for the organization of scientific events in the system of postgraduate education as a necessary condition for increasing the level of his professionalism at the stage of dynamic social transformations was emphasized.