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Features of the formation of pedagogical thinking in novice higher education teachers // Pedagogical Review. 2025. Issue 6 (64). P. 113-124

The article presents the results of an empirical study investigating the psychological characteristics of pedagogical thinking among young lecturers in higher education institutions, a crucial area given the ongoing transformations in higher education that demand enhanced pedagogical capabilities. The study was conducted on a sample of 102 lecturers from Samara region universities, possessing varied lengths of service, academic positions, and degrees. Four main parameters of pedagogical thinking were meticulously examined using specially adapted diagnostic methodologies creativity, reflexivity, criticality, and flexibility. Subsequent statistical analysis revealed statistically significant differences in these pedagogical thinking parameters when lecturers were grouped by length of service, position, and academic degree. Notably, it was established that young lecturers with up to three years of experience demonstrate lower levels of creativity and reflexivity in their pedagogical thinking compared to their more experienced colleagues. Furthermore, seemingly paradoxical patterns emerged in the distribution of reflexivity among groups with different academic degrees and positions, suggesting complex interactions between academic seniority and self-assessment tendencies in teaching. For instance, those with the highest academic credentials did not always exhibit the highest reflexivity. These research results contribute substantially to the understanding of the psychological mechanisms underpinning the nuanced trajectory of professional development for higher education lecturers. The findings are of considerable practical value and can be directly utilized for the design and implementation of more effective and targeted professional development programs for academic staff, tailored to address specific needs at different career stages and thereby fostering a more adaptive and innovative teaching workforce.

Keywords: pedagogical thinking, young lecturers, higher education, creativity, reflexivity, criticality, flexibility, professional development