Kolosova S. Formation of individual style of professional activity of the future teachers in the course of vocational training

The thesis is a theoretical and experimental study of the problem of formation of individual style of professional activity of the future preschool teachers in the course of vocational training. Based on the analysis of sources clarified the concept of "style", "style of professional activity", "individual style of professional activity of teacher". Theoretically grounded, determined and experimentally verified technology of formation of individual style of professional activity at the future preschool teachers in the course of vocational training. It was found out that in contrast to the image, individual style is formed through adapting temperament to professional requirements, skills implementation, professional choices, individual approach, creating a positive attitude to work and corresponding motives. In accordance with defined basics, a technology model is made: a goal, objectives, structural components and their contents for forming individual style of professional activity of future preschool teacher during training are defined. The author points out the features of forming individual style of professional preschool teacher's work, characterizes different styles of pedagogical communication, interaction style of teachers and students, types of individual styles of modern teachers, as well as defines factors that influence formation of a pedagogical activity style along with revealing the concept of "individual style of professional activity" and "individual style of professional activity of future preschool teachers". The author offers a technology of forming individual style of professional preschool teacher's work during professional training. The researcher singles out basic principles, which normalize the process of training future educators of preschool children and provide for the formation of individual style of professional activity of future teachers: the principle of predictability, which focuses on a future condition of educational activity; the principle of gradual implementation that means gradual transition from concept to building a purpose and actions to the action program and its implementation; the principle of cultural analogy that indicates adequacy of the results of training future preschool teachers according to certain cultural models; the principle of self-development, which concerns both the subject of pedagogical interaction and generation of new projects as a result of goal implementation. The resource, system and acmeological approaches to the formation of the individual style of the professional activity of the future teacher are determined. It is established that the resource approach is especially valuable for solving the research problem, since it provides for the possibility of taking into account the individual characteristics of the future teacher, his internal and external resource capabilities.