Abstract
The relevance of the research is due to the importance of the theoretical and methodological understanding of the essence of future teacher’s personal and professional position and the need for its empirical research. Based on the data obtained, pedagogical tools are developed aimed at increasing the productivity of the personal and professional position of the student and teacher. The aim of the research is to identify and analyze the personal and professional position of senior year students in pedagogical areas of training and to determine the methods and forms of its development. During the research, the authors relied on theoretical and methodological approaches: relationship theory, personified, humanistic, subject-activity, and systemic approaches. The research was conducted on the basis of the Department of Secondary General Education and Social Design of Pskov State University and on the basis of the Department of General Pedagogy of Banzarov Buryat State University. The research involved second- and fourth-year full-time pedagogical students (800 people aged 19 to 22). During the research, the following methods were used: analysis of scientific and methodological literature, questionnaires, testing, statistical processing and analysis of the data obtained. Systematized diagnostic tools were used at all stages of the research. To increase the validity of the results, a sample of student teachers of different profiles was made: the large variability of profiles in two geographically distant universities in the country (Pskov and Buryat State Universities) allows us to speak about the representativeness of the data obtained. During the research, the concept of the future teacher’s personal and professional position, its components and structure, its indicators and levels, features of formation and development were clarified. An important condition for the development of a student’s personal and professional position is their own activity in the educational process and in the process of self-development. The diagnostic results show that only 16% of the surveyed students have a high level of development of professional and pedagogical motivation. Only 26% have a high level of development of the value-semantic sphere. The majority of respondents (46%) have uncertain life goals and value guidelines; 32% of students are in a state of a personal identity crisis; 45%, in their opinion, lack the willpower for further self-development; and 59% are not fully focused on pedagogical profession. A significant portion of respondents (28%) have a low sense of meaning in their lives in the present, lack clear goals for the future, and are passive in their life position in general. In general, the data obtained at the stage of the ascertaining experiment indicates that in the professional training of future teachers insufficient attention is paid to the development of their values and life orientations.
Published Version
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