AKMEOLOGICAL COMPONENT OF READINESS FUTURE ENGINEERE&PEDAGOGES TO PROFESSIONAL AND PEDAGOGICAL PROJECTION

Introduction. The urgency of the problem of vocational training of students of engineering and pedagogical specialties in the system of continuous education is determined, first of all, by social order: what should we prepare them in today's socio-economic conditions and what should change in the content, structure and functions of training future engineer educators before professional activity? The experience of creation in modern civilization has shown that the implementation of acts of transition from theory to practice, from the past to the future, from the potential to the actual requires a special type of activity - design. In connection with this, it is necessary to develop a new concept of higher engineering and pedagogical education, which considers professional design as a system element of pedagogical activity. In the general problem of determining the ways of improving the vocational and pedagogical training of future engineer teachers, we highlight an important aspect - the formation of the acmeological component of the readiness of students of engineering and pedagogical specialties for pedagogical design. Purpose. To present the content and essence of the acmeological component of readiness of students of engineering and pedagogical specialties for pedagogical designing. Results. The content and essence of the acmeological component of readiness of students of engineering and pedagogical specialties for pedagogical designing are considered. It has been established that the acmeological component of the readiness of future engineers-teachers for vocational and pedagogical design is a combination of knowledge, skills and abilities necessary for effective communication that is conditioned by the specifics of scientific, technical, and socio-economic development of society and requires from the specialist the ability to continuous personal self-improvement and professional growth. We believe that the acmeological component of the readiness of the teacher-engineer for vocational and pedagogical design suggests his readiness for professional self-examination, the ability to understand cognitive activity and overcome stereotypes of thinking, the ability to critically evaluate previous experience, current activity and a conscious choice of an optimal strategy of professional behavior. Originality. The author's structure of criteria, indicators and levels of formation of the acmeological component of vocational and pedagogical design is proposed. Volitional indicator provides for the ability to carry out conscious organization and regulation of their activities and behavior; the ability to overcome difficulties in achieving the goal of their own development. Integrative-personal indicator characterizes self-awareness, self-esteem, value, orientation, self-development, self-education, professionally important qualities, independent work. According to these indicators, three levels of formation of the acmeological component of the readiness of students of engineering and pedagogical specialties for pedagogical designing are singled out. Conclusion. We have determined that vocational and pedagogical design requires the formation of a set of abilities of the teacher, among which the special significance are those that form the acmeological component of the readiness of the future engineer teacher to such activities. Among the prospects for further study of this problem, we highlight the modeling of the formation of the acmeological component of the readiness of students of engineering and pedagogical specialties for pedagogical design.