АНАЛИЗ ЦЕННОСТНО-СМЫСЛОВЫХ ОРИЕНТАЦИЙ ОБУЧАЮЩИХСЯ ПСИХОЛОГО-ПЕДАГОГИЧЕСКИХ КЛАССОВ

Abstract

The relevance of the problem chosen for study by the authors of the article is due to the importance of implementing the principles of steadiness and continuity in the training of pedagogical personnel. The article resolves the contradiction between the social order to create a single educational space for the training of teachers and the lack of targeted guidelines for each stage, taking into account the professionally significant qualities, meanings and values of students. The purpose of the article is a comparative analysis of the value-meaning guidelines of future teachers’ professional pedagogical activity at the stage of pre-professional training. The methodological basis of the study was the provisions of the value-sense approach and the concept of systemogenesis, which determine personal meanings as fundamental guidelines for pedagogical activity, which have a key influence on its goals, content and means of implementation. Basing on methods of analysis of professional and educational standards that regulate the basic guidelines for professional pedagogical activity and determine the requirements for the teacher's general professional competencies, the authors formed a list of values that determine the value-meaning component of pedagogical activity and key guidelines for the pedagogical profession. With the help of a questionnaire developed by the authors and a modified MAST test, empirical data were collected and processed using methods of primary descriptive statistics, correlation, system-structural, factor analysis. The analysis of empirical data revealed a number of trends in the formation of a system of value orientations of future teachers. It was determined that at the professional stage, the value system is focused mainly on values and knowledge that characterize the professional activities of the teacher. The article broadcasts scientific results that provide the basis for a new research and development of mechanisms to ensure the continuity of pedagogical education at all its levels. The conclusions outlined in the article set a single methodological basis for synchronizing the results of pedagogical education at the level of pre-professional, non-university and higher pedagogical education.