PEDAGOGICAL CONDITIONS OF EFFECTIVE IMPLEMENTATION OF THE MODEL OF FORMATION OF PROFESSIONAL AND AESTHETIC READINESS OF STUDENTS OF PEDUES
The article describes the pedagogical conditions for the effective functioning of the structural-functional model of the formation of the professional and aesthetic readiness of future teachers of the visual arts. The definition of the concept of “professional-aesthetic readiness”, which is fundamental for our research, is given as a diverse, complex education of a person possessing full aesthetic knowledge, methodological skills to use aesthetic baggage in the educational process, the desire for creative self-realization in artistic and educational activities. Developed on the basis of synergistic, axiological and praxeological approaches, the model reflects the content of educational activities on the formation of professional and aesthetic readiness of future teachers of the visual arts in the educational system of the university. The main components of the model of the formation of professional-aesthetic students of pedagogical institutions are highlighted: targeted, motivational, analytical-indicative, substantive-procedural and evaluative-reflexive. The pedagogical conditions for the effective functioning of the model of the formation of the professional and aesthetic readiness of future teachers of the visual arts, which include: the formation of the artistic and educational environment of the university; the formation of individual trajectories of the artistic and professional development of the future teacher of fine arts; organization of artistic and educational interaction of teachers and students. The choice of these conditions is due to the specificity of the formation of the professional and aesthetic readiness of students of the teacher training university in preparation for the professional and aesthetic activity at school.