PEDAGOGICAL CONDITIONS OF FORMING PSYCHOLOGICAL READINESS OF FUTURE AGRICULTURAL SECTOR SPECIALISTS FOR PROFESSIONAL ACTIVITIES

The article substantiates the pedagogical conditions of psychological readiness of future specialists of agricultural sector for the profession, including the following ones: providing professionally oriented content of agrarian psychological training, the creation of reflexive and developing environment, the axiologization of agrarians' psychological training, the dialogization of agrarians' psychological training. The article focuses on professionally directed learning of psychology, the discipline contents, methods and forms of organization of psychological training. This should contribute to deepening students' interest in agricultural profession, formation of professional motivation, professional values, personal qualities which are necessary and important for the professional activity of specialists of agricultural sector. It is noted that professional orientation should be realized through the unity of semantic and procedural aspects of psychological training. It is proved that the development of professional and personal values of future professionals of agricultural sector in the process of psychological training should be carried out through a harmonious combination of psychological mechanisms of aksiogenesis, such as adaptation, socialization, identification, internalization, externalization, individualization, personification. Dialogization is regarded as a specific environment or situation that arises on the basis of subject-subjective relations, where each student is seen by a teacher with all his uniqueness and originality. Dialogization of psychological preparation is characterized by collaboration and co-creation in research and educational activities; recognition of individual student's standpoint by a teacher, his interests and values; building up the common goal with inducement to self-motivation for searching for its achievement. In the process of psychological training dialogical interaction activates educational synergism, which is manifested in the co-creation of a teacher and students, allows to explore the internal difficulties of students; to strengthen the reflexive processes; to get emotional and substantial feedback.