The impact of educational environment of the pedagogical university on the pedagogue’s professiogenesis

Abstract

Introduction. The need to implement the Global action plan 2030 in the sphere of education, as well as the preparation of a new UNESCO’s Futures of Education global initiative (until 2050), have brought the problems of professiogenesis of university teachers to the forefront. The radical transformation of educational activity conditions imposes radically new requirements for professional and pedagogical self-development and professiogenesis in general. The aim of the study is to identify the specific features of educational environment of a pedagogical university and its impact on pedagogue’s professiogenesis. Materials and methods. The survey participants were represented by faculty members (68 persons) as well as the students of Moscow Pedagogical State University (72 persons). The questioning was carried out remotely with the use of Google Forms. The descriptive method (descriptive approach) was used, which is based on analytical descriptive methodology and, as applied to pedagogical research, provides information of evidently explanatory, though not prescriptive, nature. Results. It was found out that the students disapproved (76%) of the practice of simplifying the learning process at the university. Such attitudes of students towards the level of complexity of educational activities can be considered as one of the criteria of educational environment at a pedagogical university. The students consider the ability to comprehend and appreciate every student (92%) and to build trusting relations with students not only in the classroom, but also in social networks (76%) as important professional qualities of a teacher. Such parameters can be treated as a kind of humanitarian competence since they reflect the humanism of the educational environment and are an important characteristic of it, according to the students. Conclusion. A certain shift of activity towards the learners is observed in the structure of modern subject-to-subject communication. This is expressed in the need to take the students’ demand for high-quality education into account, since the functional characteristics of professiogenesis at a pedagogical university include not only the content of professiogenesis as a process of teacher’s self-development, but also the needs of learners (future educators).