{"title":"Research on the Types of Future Teachers' Self-Realization Under Conditions of a Digital Educational Environment","authors":"Ihor Popovych, Nataliya Yaremchuk, Svitlana Yakovleva, A. Kariyev, Ainur Sadykova, Svitlana Kulbida","doi":"10.15503/jecs2024.1.435.451","DOIUrl":null,"url":null,"abstract":"Aim. Empirical research and theoretical substantiation of the types of self-realisation of future teachers who did an educational-professional training course under conditions of a digital educational environment. Investigating the types of self-realisation and establishing statistically significant correlations with the research parameters of educational-professional training for future teachers will allow finding important scientific facts that will possess novelty and be of scientific interest for organisers of educational and scientific activities in a digital educational environment.\nMethods. The representative sample involved students of the final years of pedagogical educational programmes of Bachelor’s and Master’s studies. Methodological foundations of the research are the main statements of the concepts of self-realisation, self-actualisation and self-regulation in educational activity.\nResults. Spearman (rs) correlation coefficient allowed us to find that “value orientations”, “time competence”, “cognitive needs” and “creativity of activity” are the most important and dependent parameters. k-means clustering allowed identifying four types of self-realisation: “Value-oriented self-realisation”; “Temporal self-realisation”; “Passive self-realisation” and “Pragmatic self-realisation”. It explained that high external negative motivation in the type of passive self-realisation is not directly related to the process and results of educational-professional activity, but only reflects future teachers’ attitude towards it. It was highlighted that future teachers with a value-oriented type of self-realisation are ready to devote themselves to pedagogical activity and consider it to be the meaning of their life.\nConclusion. It was recommended that the established empirical facts possessing cognitive value, scientific and theoretical novelty should be implemented in creation and improvement of a digital educational environment.","PeriodicalId":1,"journal":{"name":"Accounts of Chemical Research","volume":"33 4","pages":""},"PeriodicalIF":16.4000,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Accounts of Chemical Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15503/jecs2024.1.435.451","RegionNum":1,"RegionCategory":"化学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
Aim. Empirical research and theoretical substantiation of the types of self-realisation of future teachers who did an educational-professional training course under conditions of a digital educational environment. Investigating the types of self-realisation and establishing statistically significant correlations with the research parameters of educational-professional training for future teachers will allow finding important scientific facts that will possess novelty and be of scientific interest for organisers of educational and scientific activities in a digital educational environment.
Methods. The representative sample involved students of the final years of pedagogical educational programmes of Bachelor’s and Master’s studies. Methodological foundations of the research are the main statements of the concepts of self-realisation, self-actualisation and self-regulation in educational activity.
Results. Spearman (rs) correlation coefficient allowed us to find that “value orientations”, “time competence”, “cognitive needs” and “creativity of activity” are the most important and dependent parameters. k-means clustering allowed identifying four types of self-realisation: “Value-oriented self-realisation”; “Temporal self-realisation”; “Passive self-realisation” and “Pragmatic self-realisation”. It explained that high external negative motivation in the type of passive self-realisation is not directly related to the process and results of educational-professional activity, but only reflects future teachers’ attitude towards it. It was highlighted that future teachers with a value-oriented type of self-realisation are ready to devote themselves to pedagogical activity and consider it to be the meaning of their life.
Conclusion. It was recommended that the established empirical facts possessing cognitive value, scientific and theoretical novelty should be implemented in creation and improvement of a digital educational environment.
期刊介绍:
Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance.
Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.