The research is devoted to the study of the problem of the formation of social mobility of future primary school teachers in professional training.
Based on a theoretical analysis of basic research, summarizes the main approaches to interpretation the content of the definition of social mobility: philosophical, sociological, psychological, pedagogical; the conceptual and categorical apparatus of research is presented. A retrospective analysis was performed and the time frame of origin, formation and development of the phenomenon of social mobility was singled out. The essence of the concepts «mobility», «social mobility», «professional mobility» is found out and clarified.
Based on the generalization of the main scientific conceptual and categorical properties of the studied phenomenon, social mobility of primary school teachers is interpreted as a personal characteristic that stimulates quick adaptation and development, encourages the creation of qualitatively new forms and methods of realization teachers potential, serves as a necessary and relevant personality trait. Theoretical analysis of a number of scientific papers has demonstrated the interconnection and interdependence of criteria on the structure of the studied phenomenon, process or property. On the basis of this regularity the structural components of social mobility of future primary school teachers are singled out and characterized, namely: motivational purpose, social-situational, adaptation, reflexive activity. According to the structure of social mobility, the criteria (motivational, communicative, psychophysiological, activity-related) corresponding to the specified
components are defined, and levels of social mobility of future primary school teachers are characterized, among which are elementary (low), basic-activity (middle), innovative (high).
To ensure the process of effective formation and development of social mobility of future primary school teachers in professional training, appropriate pedagogical conditions have been identified and substantiated: 1) creation of innovative educational environment in higher education establishments which will promote creative personal development and motivation of future primary school teachers; 2) interdependence and intersectionality of the content direction, educational as well as methodological and technological directions of professional training of future primary school teachers; 3) organization of thorough practical training of future primary school teachers in order to form social mobility; 4) ensuring the psychological readiness of future primary school teachers to form their ability to social mobility.
The model of social mobility formation of future primary school teachers is designed and substantiated, which enables prediction of the result and helps to plan the course of work in order to achieve optimal goals. It is covered separately the organizational and activity aspects of research and experimental work, presents quantitative results of testing the pedagogical conditions for social mobility formation of future primary school teachers and analyzes the results of the study.
Developed and implemented in the process of professional training educational and methodological maintenance (methods, techniques, forms of education, thorough program of social mobility in the process of practical training of applicants for specialty 013 Primary education, training sessions) is the base of social mobility of future primary school teachers.
