Psychological readiness for research activities among teachers of additional education: structural and substantive characteristics

Abstract

The professional standard "Teacher of additional education for children and adults" designates one of the work functions of a teacher of additional education to conduct research on the labor market for additional education services. Based on this fact, the article presents a brief theoretical analysis of research activities, as well as the concept of psychological readiness. Based on the conducted research, a model of psychological readiness of a teacher of additional education is formulated, consisting of several structural components: motivational, cognitive, creative and operational. The purpose of the study is to describe the structural components of the model of the teacher of additional education's readiness for research activities. The object of the study is the psychological readiness of a teacher of additional education for research activities. The subject of the research is the structural components of the model of psychological readiness of a teacher of additional education for research activities. The research methodology is determined by the subject-activity approach, as well as the principles of determinism, development and unity of consciousness and activity. The research is carried out by analyzing and systematizing the literature on the topic, as well as using the method of modeling psychological phenomena. The novelty in the presented model is the allocation of a creative component in the research activity of a teacher of additional education. As a result of the study, the structural components of the model of psychological readiness of a teacher of additional education for research activities have been identified. During the research, it was found that in the scientific literature, research activities in additional education are considered either from the point of view of the student's activity, or as mentoring or tutoring. The designed model of psychological readiness for the research activity of a teacher of additional education takes into account all aspects of this phenomenon most fully. We understand the psychological readiness of additional education teachers for research activities as a psychological state of predisposition, a mood to perform research activities, including motivation, knowledge of its content, and possession of basic research skills.