Abstract
The research is devoted to the study of the effect of socio-psychological training on the development of pedagogical abilities in rising teachers. The study involved 88 full-time five-year students of the Xxxx Academy (Moscow) and four-year students of Xxxx University (Taldykorgan). The goal was achieved based on a system of special tasks with the involvement of socio-psychological trainings. The experiment and research were carried out for 6 months. The standard devia-tion in the sample and the Student's t-test were studied for the experimental and control groups. The result of the post-test is the opposite; thus, the mean value of the experimental group is higher than that of the control group. The study re-vealed that there is a weak positive relationship between age and pedagogical abil-ities (r <0.2). The results of the study also indicate a positive correlation between gender and pedagogical abilities (r> 0.3). Thus, in accordance with the goal set, it was determined that socio-psychological training improves students' pedagogical abilities. The results of this study can be recommended to teachers of universities and training centers, as well as pedagogical students.
Highlights
In the context of improving educational technologies and the globalization of education, there are new requirements for teacher training
Based on the literature analysis, we identified the following key pedagogical abilities: communication skills, the ability to understand the student, and pedagogical tact
Provided that the post-test mean value for the experimental group was higher than the pretest one (M = 4.81, M = 8.32), the influence of socio-psychological training was defined as effective for the development of students’ communication skills
Summary
In the context of improving educational technologies and the globalization of education, there are new requirements for teacher training. Ability to understand and accept oneself as a teacher is widely regarded as an important factor in professional and pedagogical development of a future educator. It is on this basis all other components of professional and personal requirements for the teacher personality can be formed [4,5]. The approval of the professional standard for teachers suggests the need for changes in the organization, content, and technology of teacher training, as well as an expanded assessment scale [6]
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