Analysis of the results of self-assessment of the readiness of students-defectologists to solve professional tasks in the modern higher education system

Context and relevance. At the current stage, particular attention is paid to the quality of training and to the assessment of future teachers’ professional competencies. Objective. To assess how future defectologists view their own readiness for professional activity. Methods and materials. The survey involved 76 students-defectologists third and fourth years, who are studying the educational program in the field 44.03.03 “Special (Defectological) Education” at the Faculty of Clinical and Special Psychology of MSUPE (Moscow State University of Psychology and Education). The questionnaire was developed by the teaching staff of the Department of Special (Defectological) Education. Results. The results showed that students recognize the importance of practical training and its impact on their level of professional readiness. However, the majority of students fairly cautiously assess their own level of professional training. Conclusions. The inclusion of interactive forms of work in the educational process increases graduates’ readiness to tackle professional tasks.