IDO MOVEMENT FOR CULTURE

Problem. Purpose of the research was to analyze the features of such basic components of students’ psychophysiological readiness to work as teachers as: physical (kinesiological potential); and adaptive, informational, and motivational readiness.
Methods. 748 students aged between 18 and 25 (486 women and 262 men) participated in the research. They were students in academic years I to V at four Ukrainian universities (Drahomanov National Pedagogical University, Skovoroda State Pedagogical University in Pereyaslov-Khmelitskyi, Taras Shevchenko National University in Kyiv, Grinchenko Pedagogical University in Kyiv).
Results. The physical (kinesiological potential), adaptive, informational and motivational readiness as basic components of students’ psychophysiological readiness for their future work were studied. The study of students’ kinesiological potential showed most of the students to have a fairly stable working ability; half of them assessed their health as “good” or “very good”. Such indicators of students’ informational readiness as self-assessment of their knowledge about conditions and features of their future work is also mainly at the correct level. However another indicator – self-assessment of their own professional knowledge and skills – is relatively lower, which is quite logical. Indicators of motivational readiness are controversial: on the one hand, the vast majority of the students had high enough interest in learning. On the other hand, a large number of them were not sure whether they wanted to work as teachers. The performed research has determined that women have relatively worse self-assessment of their working ability and health, and higher levels of social frustration and personal anxiety. They tend to mention a greater number of fatigue signs caused by university learning. At the same time, in comparison with men women are distinguished by relatively better relationships with teachers, higher self-assessment of their own professional knowledge and skills, as well as their knowledge of a teacher’s job and higher interest in learning and the intention to work as teachers.
Conclusions. The obtained results can become the base for the development of measures ensuring the formation of students’ psychophysiological readiness to work as teachers.