Implementation of the model of formation of future teachers’ readiness for the manifestation of pedagogical care
DOI: 10.23951/2307-6127-2023-5-80-89
The experimental work on the implementation of the model of formation of the readiness of future teachers for the manifestation of pedagogical care is described. The present model is represented by conceptually-targeted, organizational-content, procedural-technological and evaluative-effective components that are interrelated and structurally conditioned, which makes it possible to introduce the model into the educational practice of the university through the implementation of organizational and pedagogical conditions. The effectiveness of the proposed model is proved by the results of diagnostics of the level of readiness of future teachers for the manifestation of pedagogical care, obtained as a result of using methods of mathematical statistics. The results presented in this article allow us to solve the problem of the need to develop the problem of the formation of the readiness of future teachers for the manifestation of pedagogical care in the conditions of the modern educational paradigm, and also resolves the contradiction between the general prerequisites available in science for the development of a system for the formation of the readiness of future teachers for the manifestation of pedagogical care, and insufficient scientific justification of the content and organization of this process.
Keywords: pedagogical care, readiness for the manifestation of pedagogical care, model of formation of readiness for the manifestation of pedagogical care, professional training, experimental work, results
References:
1. Pedagogicheskiye trudy akademika I. P. Ivanova [Pedagogical works of academician I. P. Ivanov]. Comp. I. D. Avanesyan, K. P. Zakharov. Saint Petersburg, Polytechnic university Publ., 2013. 304 p. (in Russian).
2. Bespal’ko V. P. O vozmozhnostyakh sistemnogo podkhoda v pedagogike [About the possibilities of a systematic approach in pedagogy]. Sovetskaya pedagogika, 1990, no. 7, pp. 7–13 (in Russian).
3. Kraevskiy V. V. Metodologiya pedagogicheskogo issledovaniya: Posobiye dlya pedagoga-issledovatelya [Methodology of pedagogical research. Handbook for a teacher-researcher]. Samara, SamGPI Publ., 1994. 165 p. (in Russian).
4. Yudin E. G. Sistemnyy podkhod i printsip deyatel’nosti [System approach and principle of activity]. Moscow, Nauka Publ., 1978. 70 p. (in Russian).
5. Adol’f V. A., Stepanova I. Yu. Proyektirovaniye praktiko-oriyentirovannoy professional’noy podgotovki pedagoga v vuze [Designing practice-oriented professional training of a teacher at a university]. Krasnoyarsk, Izdatel’stvo KSPU im. V. P. Astaf`yeva Publ., 2013. 368 p. (in Russian).
6. Volkova E. N. Sub’’ektnost’: filosofsko-psikhologicheskiy analiz [Subjectivity: philosophical and psychological analysis]. Nizhniy Novgorod, Nizhegorodskiy gumanitarnyy tsentr Publ., 1997. 80 p. (in Russian).
7. Verbitszkiy A. A. Kontekstnoye obucheniye v kompetentnostnom podkhode [Contextual learning in a competencybased approach]. Vyssheye obrazovaniye v Rossii – Higher education in Russia, 2006, no 11, pp. 39–46 (in Russian).
8. Verbitskiy A. A. Kontekstnoye obucheniye: ponyatiye i soderzhaniye [Contextual learning: concept and content]. Eksperiment i innovatsii v shkole – Experiment and innovation in school, 2009, no 4, pp. 8–13 (in Russian).
9. Pezeshkian N. Psikhosomatika i pozitivnaya psikhoterapiya [Psychosomatics and positive psychotherapy]. Moscow, Meditsina Publ., 1996. 464 p. (in Russian).
10. Volodin V. V. Pedagogicheskaya zabota: diagnosticheskaya karta na etape inventarizatsii [Pedagogical care: diagnostic card at the inventory stage]. Kaliningradskiy vestnik obrazovaniya – Kaliningrad Bulletin of Education, 2021, no 4, pp. 59–66 (in Russian).
( 1.43 MB ) 
( 1.42 MB )
Issue: 5, 2023
Series of issue: Issue 5
Rubric: EDUCATION AND SELF-EDUCATION
Pages: 80 — 89
Downloads: 686