The dissertation is devoted to theoretical and experimental research of the problem of professional adaptation of the future primary school teacher in the process of pedagogical practice. The thesis is aimed at developing, substantiating and experimentally testing the effectiveness of pedagogical conditions of the future primary school teacher’s professional adaptation in the process of pedagogical practice. Therefore, the object of the study is professional adaptation of the future primary school teacher in the process of pedagogical practice, and the subject of the study are pedagogical conditions of professional adaptation of the future primary school teacher in the process of pedagogical practice.
The analysis of a large number of scientific works made it possible to clarify the essence of the basic notions of the study. The notion of «professional adaptation of the future primary school teacher in the process of pedagogical practice» has been defined as a step-by-step dynamic process of harmonization of professional intentions, personal qualities and requirements of the future profession, which involves student's entry into a quasi-professional and real professional environment with the principle of continuity, in which there is a gradual acquisition of pedagogical experience, awareness of professional functions, adjustment to the conditions and features of professional activities of primary school teachers. The components (motivational and axiological, cognitive, activity, reflexive), criteria (motivational and value, knowledge, praxeological, reflexive and analytical), indicators and levels (initial, sufficient, high) of the future primary school teacher’s professional adaptation in the process of pedagogical practice are determined. Diagnostic tools have been developed to determine the level of professional adaptation of the future primary school teacher in the process of pedagogical practice.
It is concluded that the process of professional adaptation of the future primary school teacher is dynamic and pedagogically controlled. In this regard, the pedagogical conditions of professional adaptation of the future primary school teacher in the process of pedagogical practice are substantiated, which include: improvement of the content and methodical component of pedagogical practice; implementation of psychological and pedagogical support of the student – future primary school teacher – in the process of pedagogical practice; monitoring of professional adaptation of the future primary school teacher in the process of pedagogical practice. The analysis of methodical support of pedagogical practice allowed to single out the stages of professional adaptation of the future primary school teacher in the process of pedagogical practice (preparatory, initial, basic, final). The content-methodical support, which is aimed at the development of students’ adaptation to the requirements of professional pedagogical activity, in accordance with the defined pedagogical conditions of professional adaptation of the future primary school teacher in the process of pedagogical practice, and takes into account the selected components of professional adaptation, has been developed. It includes updating the program of practice, creating electronic resources, trainings, methodical recommendations for monitoring researches of future primary school teachers’ professional adaptation.
An experimental verification of the efficiency of pedagogical conditions of the future primary school teacher’s professional adaptation has been carried out, their effectiveness has been established, the dynamics of the levels of professional adaptation of the future primary school teacher has been revealed. Quantitative and qualitative processing of indicators, analysis and verification of the obtained results of experimental research about their statistical significance have been conducted.
