У статті на основі теоретичного аналізу психолого-педагогічної літератури обґрунтовано взаємозалежність понять, що визначають професійний рівень підготовки вчителя.
On the basis of theoretical analysis of psychological and pedagogical literature interdependence of concepts that define the professional level of preparation of teacher is reasonable. The author proves that the result of the preparation of the future teacher to teaching is (based on the knowledge, skills, personal qualities and motivation for certain activities) a professional readiness, which is understood as a person's ability to solve formed respective professional tasks. On the basis of theoretical analysis of scientific and pedagogical sources substantiate that universities have the opportunity to form trained and competent graduates. These concepts are the author examines how professional knowledge, which are components of the knowledge and skills from different sides of training (including communicative et al.) or formation different competencies, as well as readiness - the psychological state of the individual, based on the possession of a wide range of professional knowledge, practical skills of formation of motivation and personal qualities appropriate for the implementation of appropriate educational activities. Maturity of professionalism - the highest as implementation readiness, only permitted if the acquisition of professional experience, through continuing education and self-education. Only provided professional development (!) creativity and further professional self-improvement expert can achieve pedagogical skills - highly implementation readiness.
