ФОРМУВАННЯ НАВИЧОК ВИКЛАДАЦЬКОЇ ДІЯЛЬНОСТІ В МАЙБУТНІХ ВИКЛАДАЧІВ НЕПЕДАГОГІЧНИХ СПЕЦІАЛЬНОСТЕЙ

In the article attention is applied to the problem of providing specialized higher schools with teaching staff for quality realization of educational process. It is emphasized that a specialist with pedagogical education may not always satisfy the needs of students and higher educational establishments. Thus, Kirovohrad Flight Academy of National Aviation University has specific preparation areas of specialists, such as: pilot of an aircraft; air traffic controller; technical maintenance, repair and diagnostics of aircraft, etc. So, the teachers of professional subjects must be specialists of a particular subject area that not always have pedagogical education. Such specialists may be former pilots, controllers, alumni of this educational establishment and other categories. Accordingly, at the beginning of the pedagogical activity they do not have necessary knowledge for providing educational process that affects students as well as young teachers’ adaptation in the workplace. It is focused on the necessity of PhD specialists’ preparation, that do not have pedagogical education, for the professional activity at higher educational establishment with the purpose of providing quality educational process at higher school. It was provided the questionnaire data of young teachers, who do not have pedagogical education, in which the basic problems, which they face at the beginning of pedagogical activity, were outlined. For quality preparation of post-graduate students (future teachers of higher school) to pedagogical activity the educational course of disciplines “Higher school and scientific and pedagogical activity” was developed. The course contains three thematic modules: “General basics of higher school pedagogics”, “Didactics of higher school”, “Basics of pedagogical excellence”. The course is aimed at forming general and pedagogical culture of teachers at higher educational establishments, as he/she provides students with knowledge about development processes of educational theory and practice, encourages forming of general outlook and pedagogical professionalism. Profound knowledge of pedagogical theory at higher school considerably extends a future teacher’s mind, enables grasping of any educational problem integrally, and finds out its optimal decision. Further research will be aimed at the development of Ph.D. researchers’ preparation, who do not have pedagogical education, to pedagogical activity in higher educational establishment.