Abstract
Studies of teachers’ professional development indicate that in different regions of the country, the proportion of those who do not want to work at school and have little motivation for teaching is about a third. It is not known what stages of development negative professional identity goes through and under the influence of what factors it develops. The influence of the first active experience of performing a professional role in the course of pedagogical practice was tested on the principle of ‘before-after’ on a panel from a real group of students with dual pedagogical specialization. Practice created quasi-experimental conditions. Before and after, students filled out a questionnaire determining the relationship of the desire to get a job at school with a number of socialization features, with the student’s idea of his compliance with the role of a teacher, with an assessment of the attractiveness of individual teaching functions, the material and social status of teachers in the aspect of the student’s personal claims. The measure of the impact of practice was defined as the delta of changes in numerical variables and as the presence of changes in nominal variables. About a third of the students had previously formed an internal positive motivation for the teaching profession. The share of school-oriented students is slightly less than a third (28%). It is unchanged before and after practice. Quantitative shifts are very small, which indicates either the stability of orientations, or the adaptation shock already experienced during the introductory practice and requires monitoring from the first year.
Keywords
- professional formation of a teacher
- selection
- influence of practice
- sociological panel
- quasi-experiment
References
Bocharova Yu.Yu., Komatkova L.V. (2021) Practices of young teachers’ retention: the role of professional community. Business. Education. Law. No. 3 (56). P. 382–390.
Ignatieva, E.V., Ryabkova, Yu.V. (2017) Relevance of mentoring implementation in the system of higher pedagogical education. Problems of modern pedagogical education. No. 57-10. P. 207–213.
Ilaltdinova, E.Y., Ignatyeva, E.V. (2017) Features of the organization of postgraduate support of graduates of the targeted training programme in the conditions of the regional socio-pedagogical cluster. Vestnik of Orenburg State University. No. 10 (210). P. 65–69.
Kulikova, A.A. (2018) Image of a young teacher in modern Russian and foreign studies. Domestic and foreign pedagogy. V. 1. No. 1 (46). P. 81–93.
Loginova, N.F. (2018) Actualisation of the problem of formation of psychological and pedagogical competence of young teachers in the regional education system. Vestnik Krasnoyarsk State Pedagogical University named after V.P. Astafiev. No. 3 (45). P. 37–43.
Malanov, I.A. (2021) Problems of professional formation and development of modern young teachers. Vestnik of Buryat State University. Education. Personality. Society. No. 3. P. 32–36.
Myslivets, N.L. (2013) On the peculiarities of adaptation of graduates of Yanka Kupala Grodno State University at the first workplace. Vestnik of Yanka Kupala Grodno State University. Ser. 5. Economics. Sociology. Biology. No. 2 (153). P. 117–122.
Myagkov, A.Yu., Grigorieva, M.V., Zhuravleva, I.V., Zhuravleva, S.L. (2015) Industrial practice through the eyes of students of technical universities (based on sociological research). Education and Science. No. 4 (123). P. 100–113.
Tolstoukhova, I.V. (2022) Pedagogical practice as an initial stage of professional pedagogical activity of a master’s student. Scientific and Pedagogical Review (Pedagogical Review). Iss. 3 (43). P. 42–49. DOI: 10.23951/2307-6127-2022-3-42-49
Batyraliev, A. (2022) Importance of Pedagogical Practice in Formation of Professional Competencies in Future Teachers. Bulletin of Science and Practice. 8: 212–218. DOI: 10.33619/2414-2948/74/30
Brekhunets, A. & Honcharenko, O. (2022). Formation of professional and value orientations of the future teacher of technologies during a pedagogical practice. Professional Education: Methodology, Theory and Technologies. 9–27. DOI: 10.31470/2415-3729-2022-15-9-27.
Edwards, Sh. (2014). Using personal narrative to deepen emotional awareness of practice. Nursing standard (Royal College of Nursing (Great Britain): 1987). 28: 46–51. DOI: 10.7748/ns.28.50.46.e8561
Grabska, M., Gevorgyan, S., Grabski, S. (2020) Pedagogical Practice as an Essential Step for Development of Pedagogical Competencies.International Journal for Cross-Disciplinary Subjects in Education (IJCDSE). Vol. 11. Iss. 1, March 2020. P. 4210–4215.
Kalén, S. & Stenfors, T. & Hylin, U. & Larm, M. & Hindbeck, H. & Ponzer, S. (2010). Mentoring medical students during clinical courses: A way to enhance professional development. Medical teacher. 32. e315–21. DOI: 10.3109/01421591003695295
Obradović, B.P. (2013). Pedagogical practice way of connecting pedagogical theory and practice. International Journal of Cognitive Research in Science, Engineering and Education. 1: 152–163.
Pavlova, N. (2022). Pedagogical practice in the system of professional training of informatics teachers. Continuing Professional Education: Theory and Practice. 36–44. DOI: 10.28925/1609-8595.2022.2.4