Continuous pedagogical education: value orientations of entry into profession

Abstract

Introduction. The topic of this article is relevant because there is no consistency in the formation of professional pedagogical values and orientations in the implementation of educational programs at different stages of teacher training. The purpose of the study is a comparative analysis of the value-semantic orientations of professional pedagogical activity of future teachers at the stage of training in a pedagogical college and university. Methods. The study involved students of pedagogical colleges (N=147) of the Yaroslavl region and students of the Yaroslavl State Pedagogical University named after K.D. Ushinsky (N=253). To study professional values and meanings, a questionnaire was developed that includes three lists of instrumental values focused on the child, environment and profession and a set of Must-topics that reveal the respondents' attitude to the priorities and problems of teacher training. Empirical data were processed using the methods of primary descriptive statistics, correlation, structural, and factor analysis. The results of the study. Significant differences in the value-semantic structure of the profession of future teachers were revealed: for university students, the enrichment of students' life experience is more significant than for college students (N=7,061, p<0,05); university students value knowledge of technologies of diagnostic and correctional-developmental work with students (N=8,203, p<0,05) and ways of developing students' self-management (N=7,749, p<0.05) more. Structural analysis revealed the first place of student development values in professional activity (average values of 20,4 for college students and 15,8 for university students). Factor analysis showed a high value of knowledge values for college and university students. At the same time, college students have more factor weight of knowledge of ways to cooperate with all participants in the educational process (0,609), and university students have more factor weight of knowledge of ways to involve students in various activities (0,565). Conclusion. The conducted research has shown that students' value orientations are equal to the guidelines declared by the pedagogical community. The hypothesis about the differences in the value-semantic orientations of future teachers at various stages of professional training has been confirmed. Students of a pedagogical university have a more balanced structure of values-goals: both in the value system and in individual groups of instrumental values, the priority sequence "child-environment-profession" is visible. College and university students attach more importance to values-knowledge. It is necessary to increase practical training at all stages of teacher training.