Koval L. Ye. Individualization professional development a training: рsychological and pedagogical aspects

Deals with the highly topical issue of individualization of professional development in masters of industrial training. It was found that professional development — is an active teacher quality conversion of his inner world, inner determination by its activity, resulting in a fundamentally new way of professional activities. Proved that professional development is a factor in the internal environment of the individual, his activity, the need for self-actualization. The level of professionalism in masters of industrial training associated with three groups of factors: the existence of individual characteristics and their correction in the life, with the introduction of the teacher in the socio-cultural environment, with demonstration of handling socio-cultural norms in the educational process. The main areas of professional formation: the change of the whole system activity, its functions and hierarchical structure, changing the personality of the subject, which is found both in appearance and in the formation of the elements of professional consciousness, which can be seen as becoming a professional outlook, change the relevant parts of the plant subject in relation to the object of activity manifested in cognitive, emotional and practical fields. Considered indicators of professionalism in masters of industrial training.

Based on the nature of the professional development in masters of industrial training, emphasis in its structure three interrelated components: reflective, action-productive and motivational. We have identified four approaches to the diagnosis of professional masters of industrial training. The first approach is the main criterion for the success of a training — effective professional activity. In fact, this criterion can be considered the implementation of professional competence master of industrial training. The main method of diagnosis in studies of this approach is peer review. The second approach we took the degree of development of a training professional standards, professional values, ie the level of professional identity. The third approach we took methods of authors who have professional success of a training primarily associated with the success of their development and professional fulfillment. The fourth approach — assessment of professional teaching identity, pedagogical orientation and professional skills.