AbstractThe importance and prospects for developing a model of teacher’s readiness for educational work with students at higher education institutions are determined by social factors such as: firstly, the educational influence of both the teacher and educational institution on the formation of the student’s personality, his/her initiative, creative approach to the organization of the teaching and educational process; secondly, the use of collective forms of educational activity where pedagogical education and the students’ independent activity are organically combined; thirdly, the development and improvement of the teacher’s educational activity, especially its organizational and communicative components. The developed model of teacher’s readiness for educational work is a system subordinated to certain tasks of methodological work which simultaneously allows teacher to successfully increase his/her readiness for educational work at the particular higher education institution. The model itself is a specific form of reflection, which contains information about the object. A characteristic feature of such models is their simplicity in comparison with the original or real-life situation which is modelled.
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