IMPLEMENTATION OF CONSOLIDATION THE VALUE OF TOLERANCE IN ACTIVITY ON THE EXAMPLE OF BACHELORS - FUTURE TEACHERS OF VOCATIONAL TRAINING IN THE EDUCATIONAL PROCESS OF THE UNIVERSITY
The article reveals the problem of tolerance formation. The relevance of pedagogical tolerance end the role of this personal quality and value in the professional formation and development of the personality, its implicit inclusion in the competencies, which describe the result of the formation of future bachelors of pedagogy of vocational training, is substantiated. Features of the teacher's activities that require an acceptable level of tolerance as a value orientation, which regulates this activity, are considered. Based on the analysis of scientific literature, the definition of pedagogical tolerance is formulated as generic with respect to the specific concept of tolerance, its value nature is noted, implying the following stages of existence in the structural-temporal development: value tolerance orientation as the initial orientation of the person, value tolerance as a regulator of activity and value colored tolerant behavior. Based on the declared definition of tolerance, the stages of its formation and pedagogical conditions by which the implementation of these stages are possible are identified. At the same time, the article details the stage of consolidating the values of tolerance in specially organized activities. The description of the implementation of the selected pedagogical conditions is given on the example of future teachers studying under the program "vocational training (undergraduate)", in particular, the consolidation of value in the activity. The activation of dialogue interaction through the following forms of conducting classes is shown: the method of specific situations (case method), discussion and discussion, business and role play, work in microgroups, brainstorming, a round table, a method for developing projects, etc. A statistically significant (significance level of 5%) increase in the level of formation of pedagogical tolerance among students of experimental groups compared with the control was recorded.