ПСИХОЛОГІЧНІ ЗАСАДИ ОПТИМІЗАЦІЇ МОТИВАЦІЙНО-ЦІННІСНОЇ СКЛАДОВОЇ ПІДГОТОВКИ МАЙБУТНІХ СОЦІАЛЬНИХ ПЕДАГОГІВ І ПРАЦІВНИКІВ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ
The article systematizes the views of modern scholars (O. Alpatova, O. Grybok, A. Kapska, O. Karpenko, N. Larionov, I. Manoha, O. Fill, etc.) on the essence, content and structure of the readiness of future social educators and workers to professional activity. It determins readiness as a systemic, hierarchical, multilevel formation of personally-professional development, and it is the result of purposeful professional training of future specialists in higher educational institutions. It shows the views of researchers on the component storage of the readiness of future social educators and workers for professional activity. Accoding to the scientists, the essence of the motivational, cognitive, operational-technological, personal and reflexive components, which are typically isolated in the publications devoted to the identified problem, are generalized. It is emphasized that in modern psychological and pedagogical researches on the problem of optimization of higher education of social educators and workers, the emphasis is on the necessity of forming a motivational-value component of readiness for future professional activity, which is recognized as the most complex and extremely important task of higher education (N. Larionova, I. Melnichuk, N. Perhailo, etc.). It is determined that the motivational-value component of readiness is the basis of the formation of the subjective personal and professional position of specialists as the basis of their professionalism, professional identity, professional orientation, professional self-knowledge, the key to mobility and competitiveness in the market of social services. It specifies that the acquisition of higher education requires the introduction of innovations in the content, technology, methods and means of students' educational and professional activities (L. Zavadskaya, V. Malinkina, I. Melnyk, N. Perhailo, etc.). It is expedient to use interactive learning technologies for this purpose, which are aimed at creating a stable positive professional motivation, cognitive activity of students.