ПРОФЕССИОНАЛЬНЫЕ ОРИЕНТИРЫ ПРЕПОДАВАТЕЛЕЙ ПЕДАГОГИЧЕСКОГО ВУЗА

Abstract

Statement of the problem. The article deals with professional guiding principles among teachers in a pedagogical university, which are an element of the quality of a staff. The quality problem of the staff of teachers in a pedagogical university is relevant, and the real professional guidelines of teachers that they implement while training future teachers are poorly studied. The purpose of the article is to identify and describe professional guiding principles among teachers in a pedagogical university based on empirical analysis. The methodology of the study is an empirical study based on the conceptual conclusions of a sociological, socio-psychological and pedagogical nature, described in classical works (E. Durkheim, P. Sorokin, L.S. Vygotsky, A.N. Leontiev, V.V. Davydov). The article is based on the materials of a sociological survey conducted by the center for comprehensive sociological research of the KSPU named after V.P. Astaf,iev among teachers of the pedagogical university. Research results. Theoretical analysis and empirical research have shown that teachers, professional guiding principles can be represented by a meaningful relationship between guidelines in their teaching activities and guidelines that are significant in evaluating students. The factor analysis made it possible to identify three significant factors of professional guiding principles among teachers of the pedagogical university: formal – academic; professionalism – adaptation; pedagogical-social. The results obtained showed that the professional guidelines of university teachers are highly dependent and related to their work experience at the university. Conclusion. The research approach to the study of professional guidelines among the teaching staff of a pedagogical university is tested in this study and in this article. The majority (82 %) of the teaching staff of the pedagogical university are teachers with long experience. The very structure of professional guidelines is related and highly differentiated by the length of service of teachers at the university. The effective research continuation could be further development of elements and content of the quality of the teaching staff to train teachers of the future in modern conditions.