Practical orientation of professional and personal development of future teachers
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: Introduction. Against the backdrop of the growing challenges posed by the 21st century to school graduates, the number of requirements for professional training of pedagogues is increasing. Accordingly, the focus of modern teacher education on continuous professional and personal development of future pedagogues is becoming increasingly relevant. The purpose of this article is to provide a theoretical justification for the scientific and methodological foundations of preparing future teachers for professional and personal development in the educational process and to test their effectiveness through experimentation. Materials and methods. The survey was conducted at Yelets State University named after I. A. Bunin (Russian Federation) in the 2023-2024 academic year. The total number of testees was 178 – students of the 1st and 2nd years of training under the “Pedagogical Education” programme. The diagnostic tools included K. Zamfir’s technique (modified by A. Rean), “Motivation for Professional Activity”, and test assignments. The results were also evaluated on the basis of questioning, expert assessments and observation. Statistical evaluation was performed using Wilcoxon’s test for two related samples in two different conditions: before and after the experiment. Results. The focus on professional and personal development serves as a basis for overcoming difficult situations in the teacher’s professional activity. The professional and personal development of a future teacher is a continuous process which actualises professional knowledge, skills, and professional ethics. Readiness for its implementation represents an independent type of internal active involvement aimed at qualitative personality change, which includes motivational, value-based, cognitive, activity-based, and reflective components. The study showed positive dynamics in the formation KEYWORDS of all components of readiness for professional and personal development of future teachers (Temp = 17; p < 0.01). Conclusion. The use of practice-oriented training serves as a factor that initiates and ensures the professional and personal development of future teachers. The survey results prove the feasibility of using a set of methods (problem based, project-based, collaborative, and research-based) and practice-oriented tasks in foreign language classes to prepare future teachers for professional and personal development.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7123597103