Open AccessComparative analysis of deficits in formation of pedagogical values at different stages of professionalization
Author(s) -
Nina P. Ansimova,
AUTHOR_ID
Publication year - 2021
Publication title -
âroslavskij pedagogičeskij vestnik
Language(s) - English
Resource type - Journals
eISSN - 1813-1476
pISSN - 1813-145X
DOI - 10.20323/1813-145x-2021-6-123-46-56
Subject(s) - professionalization , dominance (genetics) , psychology , originality , pedagogy , mathematics education , ranking (information retrieval) , professional development , sociology , social psychology , social science , biochemistry , chemistry , machine learning , creativity , computer science , gene
The article is devoted to the analysis of the deficient development of pedagogical values of representatives of the pedagogical community who are at different levels of professionalization: students of pedagogical classes and pedagogical colleges, students and teachers of pedagogical universities, and the administration of educational institutions. The study used a questionnaire and a modified version of the Must-test. Values that have the last places in the ranking of all participants in the educational process have been identified. It was found out that values from all the identified groups fall into the deficit area: values — relationships, values — qualities, values — knowledge, values focused on the professional activities of the teacher, the educational environment and the child. For all categories of study participants, the most insignificant values turned out to be in the field of ensuring the effective development and education of students. Common values and values specific to different levels of professionalization were identified: for schoolchildren and students, information about the comfort and safety of the educational environment and a tolerant attitude to individual characteristics, as well as knowledge of the ways of targeting, planning and organizing their own independent activities turned out not to be important; teachers have the dominance of declared values over real ones, the ability to combine demanding and respect for the student, to create success situations for the student. Secondary school teachers do not consider it important to be able to motivate students and tolerate their originality. Higher school teachers do not place emphasis to modern types of professional activities (project, research and reflexive) and do not consider it important to involve students into them. Administrative staff of educational institutions pay little attention to cooperation with all participants in the educational process and actually deny the role of feedback in its organization