ASSESSMENT OF FUTURE TEACHERS’ PREPAREDNESS FOR PROFESSIONAL SELF-DEVELOPMENT
Journal Title: Наука і освіта - Year 2016, Vol 0, Issue 10
Abstract
The article presents the results of the assessment of the following components of future teachers’ preparedness for professional self-development: motivational and axiological, informational and cognitive, organisational and activity, emotional and emotional and volitional, reflexive and evaluation. In order to assess the level of future teachers’ preparedness for professional self-development the following methods were used: “Methods for assessing creative activity” by M. Rozhkov, Yu. Tiunnikov, B. Alishev, L. Volovich; “Test for assessing the level of sociability” by V. Riakhovskyi; “Self-confidence” by V. Romek; “Selfassessment of one’s self-confidence” by S. Yemelianov; “Self-actualisation test”, “Method of assessing volitional self-regulation” by A. Zverkov, Ye. Slidman; “Technique of self-evaluation and self-regulation” by S. Vershlovskyi; test “To what extent are you disciplined?” by L. Matsko, M. Pryschak, T. Pervunina; “Ability to self-management” by N. Peisakhov, etc. Some components were assessed by means of observation and expert evaluation. It has been found that before the experiment 6.19% of students from the experimental group (according to 3 criteria) had critical level of readiness for continuous professional self-development; 28% of the surveyed had adaptive level; 50% of the respondents has the basic level; 13.81% has the optimal one and 2,78 of the students had the creative level of preparedness. In the control group, 60.1% of the surveyed had critical level of preparedness for professional self-development; 25.96% - adaptive; 51.44% - basic; 14.42% - optimal and 2.16% - creative level of preparedness. Having considered the results of the experiment it has been concluded that it is reasonable to create conditions which would prepare students for professional self-development. Preparedness for professional self-development cannot be formed by means of direct pedagogical impact, because this ability cannot be transferred from a teacher to a student. However, a teacher can create the necessary conditions contributing the formation of the examined quality in students-future pedagogues.
Authors and Affiliations
Valentyna Frytsiuk
Keywords
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- EP ID EP574795
- DOI 10.24195/2414-4665-2016-10-34
- Views 152
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