FORMATION OF PROFESSIONAL SUSTAINABILITY OF THE FUTURE MUSEUM PEDAGOGES IN HIGHER EDUCATION INSTITUTIONS

Expanding the role of the museum in modern society necessitated the professional training of specialists capable of solving pedagogical tasks under conditions of the museum environment and educational institution, forming an integral aesthetically developed personality. Graduates of higher education (museum experts, art historians) come to the museum with a sum of knowledge not adapted to educational activities in the museum and in the general educational institution. In our research we prove that not only the knowledge of the museum business makes the museum teacher a professional, but also the great importance of the formed professional stability that allows the museum teacher to master the professional activity, to regulate his / her emotional state, while maintaining self-control and anticipation possible outcomes of interaction with the group and a separate person. The definition of the concept “professional stability of the museum teacher”, components and signs of this stability was the main goal of our study. “The professional stability of the museum teacher” is considered by us as a system of persistent qualities of personality that enables us to perform our educational activities in the museum confidently, independently, without emotional strain, which contributes to the successful implementation of this activity under tense and unforeseen conditions. The structure of professional stability of the museum teacher includes the following components and attributes: communicative (the ability to communicate with tourists of different ages, sincerity, intelligence, communication intelligence); emotional (the ability not to show emotional tension, voice, facial expressions, gestures); professional and pedagogical (knowledge and skills of the museum worker and teacher, the need for self-education, the possession of technology to select the necessary material); individual (creative state of the museum teacher, emotional responsiveness to works of art). Thus, when forming the professional stability of the future museum educators, we foresee the connection between theoretical (museum and psycho-pedagogical), methodical (knowledge and ability to use methods, forms and means of teaching and upbringing in practice) and vocational and pedagogical techniques. Formation of professional stability of the museum teacher should occur in the process of professional training of a specialist, but we focused on the subject of “Museum Pedagogy”. Thus, in our research we defined the concept of professional stability of the museum teacher, the components and signs of this stability as well as proposed the main stages of the pedagogical process that will help to more effectively form the professional stability of the future museum teachers in the process of professional training.