Pedagogical practice as the basis for the formation of pedagogical values of future teachers in higher education institutions

Abstract

Modern conditions for the development of higher education and accordingly, changes in the role of the teacher in this process necessitate improving the system of training future teachers of higher education institutions and developing not only professional, intellectual, moral, social skills, but also encouraging them to self-development, self-education, self-improvement as a manifestation of a value-based attitude to the performance of professional duties, which prompted the study. The purpose of the article was to study and analyse the role of pedagogical practise in the formation of pedagogical values of future teachers of higher education institutions. The article used the methods of analysis of scientific and pedagogical literature, comparative analysis, systematisation and comparison of scientific approaches, provisions, and generalisation of research results. In the course of the study, theoretical approaches to the formation of pedagogical values were identified; a classification of pedagogical values was made, in particular: values related to the personal and motivational sphere of the teacher, values reflecting aspects of educational management; the importance of introducing new approaches (active learning, problem-based learning, cooperation, pedagogical partnership, differentiated learning) to the organisation of the educational process and the introduction of innovative technologies based on pedagogical values was emphasised. The practical significance of the work lies in the fact that the results can be utilised by higher education instructors in the process of professional training. This process lays the foundation for the professional activities of future educators who possess scientific and methodological teaching proficiency, practical skills, and abilities. It shapes the professional qualities of the future educator's personality directed at consolidating and implementing the acquired subject-specific, psychological-pedagogical, and methodological knowledge, skills, and abilities. On the other hand, it serves as a means for the creative development and self-improvement of the future instructor in higher education institutions. It can also be applied in writing qualification works, organising pedagogical practise in higher education, and the self-improvement process of educational professionals