小学教师专业培训中教学能力的自评

Q1 Social Sciences
V. Mazilov, I. Kudenko
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引用次数: 0

摘要

介绍。本文分析了学生——未来小学教师的教学能力自尊的发展。这项研究的相关性取决于关于自尊对教师专业培训影响的性质的现代数据的模糊性,以及在采用最新教育标准的背景下管理未来教师个性发展和活动的必要性。本文的目的是建立学生教学能力自尊发展的心理特征,以及它与学习动机、教育活动和专业活动的反映之间联系的本质。材料与方法。本研究样本为师范大学“小学教育”专业1 - 4年级本科生(n = 104)。为了研究教学能力自尊、学习动机自尊和活动反思自尊的心理特征,采用了自评量表和标准化问卷。采用初级描述统计、比较分析和相关分析等方法对结果进行处理。分析了学生-未来小学教师对其能力与教学职业的对应关系的看法变化的动态。显示了能力自尊在大学学习动机的发展以及教育和专业活动的反映中的作用。已经确定的是,对教学能力的高度自尊对适应大学学习以及对学校毕业生采用新的教育和专业活动手段和方法具有负面影响。启动专业教育计划发展的心理机制是对已开发的教育活动方法与大学需求之间差异的认识。讨论与结论。研究结果对教学心理学、教师工作心理学和教师专业培训有一定的借鉴意义。本文的结论和总结不仅可以改善专业教育的过程,而且可以改善学生-未来小学教师发展的心理和教学支持系统。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Self-Assessment of Pedagogical Abilities in the Professional Training of Elementary School Teachers
Introduction. The article analyzes the development of self-esteem of the pedagogical abilities of students – future primary school teachers. The relevance of the study is determined by the ambiguity of modern data on the nature of the influence of self-esteem on the professional training of teachers and the need to manage the development of the personality and activities of the future teacher in the context of the introduction of updated educational standards. The purpose of the article is to establish the psychological features of the development of self-esteem of the pedagogical abilities of students, as well as the nature of its connection with the motivation for learning and the reflection of educational and professional activities. Materials and Methods. The study sample consisted of 1st–4th year undergraduate students of the Pedagogical University studying in the field of “Primary Education” (n = 104). In order to study the psychological characteristics of self-esteem of pedagogical abilities, motivation for learning and reflection of activity, self-assessment scales and standardized questionnaires were used. Processing of the results was carried out by methods of primary descriptive statistics, methods of comparison and correlation analysis. Results. The dynamics of changes in the perceptions of students - future primary school teachers about the correspondence of their abilities to the teaching profession is analyzed. The role of self-esteem of abilities in the development of learning motivation at the university and reflection of educational and professional activities is shown. It has been established that a high self-esteem of pedagogical abilities has a negative impact on adaptation to study at a university and the adoption of new means and methods of educational and professional activities for a school graduate. The psychological mechanism for launching the development of a professional educational program is the realization of the discrepancy between the developed methods of educational activity and the requirements of the university. Discussion and Conclusion. The results of the study contribute to pedagogical psychology, the psychology of the teacher’s work and his professional training. The conclusions and generalizations presented in the article make it possible to improve not only the process of professional pedagogical education, but also the system of psychological and pedagogical support for the development of students – future primary school teachers.
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来源期刊
Integration of Education
Integration of Education Social Sciences-Education
CiteScore
1.30
自引率
0.00%
发文量
37
审稿时长
16 weeks
期刊介绍: The journal was established by the resolution of the Russian Federation State Committee on Higher Education, the Ministry of Education of the Russian Federation, the State Assembly and Government of Republic of Mordovia of 12 July 1995. Integration of Education publishes original researches in the field of integration of education. The names and content of the Journal’s sections correspond to the fields of science and groups of specialties of scientific workers in accordance with the Nomenclature of Scientific Specialties in which academic degrees are awarded: 19.00.00 PSYCHOLOGY 13.00.00 PEDAGOGY 22.00.00 SOCIOLOGY
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