Formation of professional and aesthetic readiness and media literacy of pedagogical university students

Abstract

The processes taking place in the cultural aspect of the last decade purposefully change the traditional ideas about the role of aesthetic education in the formation of the teacher's personality. Therefore, at the moment there are questions of developing and implementing a holistic program for the formation of professional and aesthetic readiness of the future teacher. Also, the situation with the coronavirus has shown that professional and aesthetic readiness should be supported by the media literacy of future teachers of fine arts. The main directions and ideas of scientific research: the article presents the results of the formation of professional and aesthetic readiness of future teachers of fine arts, studies the directions for the formation of professional and aesthetic readiness. The formation of professional and aesthetic readiness is applied through information technology as the basis for subsequent literacy in the use of Internet resources in teaching activities. A brief description of the scientific and practical significance of the work: this work will be useful to teachers of a pedagogical university as a tool for checking the professional and aesthetic readiness of students. A brief description of the research methodology: to determine the level of formation of professional and aesthetic readiness of the study “Definition of the formation of value orientations”; the test “Learn emotions”; the test “Categories of analysis of the artistic content of works of fine art”; the test “Motivation of professional activity” was applied. The main results and analysis, conclusions of the research work: in general, the results demonstrate a low overall level of knowledge of aesthetic knowledge, methodological skills to use aesthetic baggage in the educational process, the desire for creative self-realization in the artistic and pedagogical sphere. The students showed medium and low levels of formation of emotional-value, cognitive, reflexive-constructive components of professional and aesthetic readiness of future teachers of fine arts. The value of the conducted research (the contribution of this work to the relevant field of knowledge): parametric characteristics and a set of diagnostic tools for evaluating the training of future teachers of fine arts are proposed. The practical significance of the results of the work: the selected components allow us to diagnose the degree of formation of each component of the professional and aesthetic preparedness of teachers of the educational direction “Art”.