Technology of formation of future pedagogue’s commitment to designing the educational project content

Abstract

The relevance of the research is accounted for by the need to reshape the system of professional training of future pedagogues towards realisation of the sought educational function. The training process should envisage the formation of young specialist’s professional qualities in adapting the content of educational work to learners’ individual characteristics and educational needs. Due commitment to selecting and structuring (designing) the content of educational projects is a significant component of such qualities. In the research 680 students and 836 learners of general education organisations took part. The following methods were applied: active learning, group expert assessment, observation, pedagogical experiment, authorial diagnostic tools, case studies. Pearson’s criterion χ2 was used to establish statistically credible differences between the control and experimental groups. It was revealed that the efficiency of future pedagogue’s training within the framework of the explored activities increases with the use of due technology for forming a commitment to constructing the educational project content. The essence of the professional training technology is teaching the future pedagogue to design (select and structure) the elements of the educational project thesaurus with regard for the learners’ individual characteristics and educational needs, and to apply it in practice in addressing the educational targets. Following the implementation of the said technology, the experimental group showed a significant increase in the number of students demonstrating high and medium levels of preparedness for the above work (χ2 = 5.99; p = 0.05). A significant difference was found between the groups in respect of three of the four analysed components: motivational (χ2 = 9.14; p < 0.05), cognitive (χ2 = 12.8; p < 0.05), evaluative-reflexive (χ2 = 7.8; p < 0.05). At the same time, no difference was found between the groups in terms of the activity component: (χ2 = 2.45; p > 0.05). This fact is accounted for by the same requirements for the educational process results in both groups and by the generalised mission of preparing students for project-specific and functional activities. The developed technology may be used in the process of practice-oriented training of the future and presently functioning pedagogues for the realisation of the educational mission.