THE FORMATION OF PROFESSIONAL RESPONSIBILITY AMONG FUTURE TEACHERS PRIMARY CLASSES: PEDAGOGICAL ASPECTS

Abstract

In the article authors present pedagogical approaches of forming of professional responsibility of the future teachers of Primary School. The role of responsibility is exposed as meaningful professionally-personality quality of teacher, essence of concepts «responsibility», «professional responsibility», «professional responsibility of teacher of primary classes». It is contradictions that is stipulated necessity of forming of professional responsibility of teacher of primary classes are educed.Different approaches are considered in relation to understanding of essence of responsibility of personality; the features of professional responsibility of teacher are distinguished.The authors identified three components of professional responsibility of the teacher of primary classes: cognitive, motivational-affective, action-behavioural. For each component developed criteria, indicators of formation of responsible attitude of primary school teachers to engage in professional activities and defined its levels. The article presents the results of the research of formation of professional responsibility in students – future teachers of primary classes of general school, the necessity of development of model of formation of professional responsibility of the future elementary school teachers as an essential quality which determines the effectiveness and success of teachers, as well as the effectiveness of the training of pupils of primary school age.