The thesis is the first attempt to systematically ground the content and structure of future flight attendants’ readiness to professional activity.
The author has hypothesized the idea that the effectiveness of forming future flight attendants’ readiness to professional activity will be considerably enhanced if the elaborated and substantiated technology of forming future flight attendants’ readiness to professional activity is implemented in the educational process of aviation educational centres.
The readiness of future flight attendants to professional activity is regarded as a quality whose high level of formedness enables them to recognize the importance of their own capabilities, provides them with an ability to apply knowledge and skills acquired during professional training and necessary for the proper organization of actions at routine, abnormal and emergency situations as well as to anticipate and understand positive and negative consequences pursuant to the decisions taken. The structure of future flight attendants’ readiness to professional activity includes three components, in particular, motivation- and activity-oriented, cognitive- and activity-oriented, procedure- and activity-oriented.
The combination of competence-based, system and activity-oriented, person-oriented, axiological, intercultural and technological approaches is the basis of forming future flight attendants’ readiness to professional activity in aviation educational centres.
Pedagogical conditions as the basis for developing the technology of forming future flight attendants’ readiness to professional activity have been determined and substantiated, namely: the creation of imitation and situation environment in the educational process of aviation educational centres on the basis of realization of competence-based, system-and-action-based, person-oriented, axiological, intercultural and technological approaches (leading pedagogical condition); the formation of responsible attitude of future flight attendants of professional activity in the aviation sphere through the development of internal positive motivation and system of values that provide the unity of professional and personal self-determination; activation of professionally important potential of future flight attendants’ professional training through the improvement of forms, methods and means of formation of readiness to professional activity; stimulation of future flight attendants’ reflective activity on each stage of forming their readiness to professional activity (subordinate pedagogical conditions).
The technology of forming future flight attendants’ readiness to professional activity which has been elaborated and substantiated in the research is described as a progressive deployment of organizing and conducting activity aimed at achieving pre-planned results that is realized in the educational process of aviation educational centres through applying a definite combination of forms, methods and means of instruction. The technology of forming future flight attendants’ readiness to professional activity includes three consistent stages, namely, propaedeutic and methodological, situation-and-activity-oriented, result-and-correction-oriented.
Educational trainings, brainstorming, project-based learning, problem-based learning, situational analysis, business role-playing, simulation- and situation-based playing, discussion techniques, test control, peer-learning and mutual control are the main teaching methods used while forming future flight attendants’ readiness to professional activity in aviation educational centres.
The criteria and indicators aimed at measuring the levels of future flight attendants’ readiness to professional activity have been defined and diagnostic tools have been selected.
The conducted experimental work connected with implementing the elaborated technology in the education process of aviation educational centres has supported the hypothesis formulated in research: the effectiveness of forming future flight attendants’ readiness to professional activity will be considerably enhanced if the elaborated and substantiated technology is implemented in the educational process of aviation educational centres as a progressive deployment of three stages: propaedeutic and methodological, situation- and activity-oriented, result- and correction-oriented. The analysis of obtained results makes it possible to note the positive changes in forming future flight attendants’ readiness to professional activity in aviation educational centres.
