Formation Of Future Teachers’ Professionalism As A Condition Of Career Development

Abstract

In modern society the requirements for the teacher as a successful person and a professional have significantly increased. It means a qualitatively different level of formation of the motivational sphere and value orientations, professional and pedagogical thinking, technological culture, creative potential and ability for constant self-improvement, adequate career development. Alongside with the positive social attitude towards individual professional career aspirations, some negative trends are observed, such as unrealistically high career ambitions of graduates, employers’ skepticism towards unexperienced young teachers. Thus, the professional education is supposed to have the potential to form correct perceptions of professionalism as a prerequisite for the development of young teachers’ professional career. It leads to the need for theoretical reflection of modern problems of pedagogical activity and training, based on updated conceptual and methodological foundation with the involvement of the modern conceptual and categorical apparatus, in which such phenomena as "professionalism", "professional success" and "professional career" have recently been approved. These key concepts accurately reflect the peculiarities of the modern stage of human and social development, caused by the transition to a personal and activity-based educational paradigm, changes in the structure of the labour market, the strengthening of personal responsibility for professional integration into society, the complexity of its long-term planning. The article justifies methodological approaches to the process of formation of future teachers’ professionalism. The essence and structure of the concept of "teacher’s professionalism" and its associated categorical and conceptual apparatus are disclosed. The model of formation of future teachers’ professionalism is presented.

Keywords: Professionalism, career, future teachers

Introduction

The current state of the development of Russian society is characterized by fundamental changes in the social and economic sphere. The global integration into the world educational space, substantial modernization of the education system, an increasing role of ethnic cultural factors and national identity have an important influence on raising requirements for professional competence of specialists and their professionalism. The affirmation of social and personal values such as "person", "creativity", "spirituality", "professionalism" is determined by the nature of modern civilizational processes and contributes to the intensive dissemination of humanistic approaches and technologies aimed at the holistic personality development of all participants in the pedagogical process, the activation of their creative, subject-based opportunities, the growth of erudition and common culture. Accordingly, the requirements for the teacher as a successful person and a professional are significantly increased that provides for a qualitatively different level of formation of the motivational sphere and value orientations, professional and pedagogical thinking and technological culture, creative potential and ability for constant self-improvement, personal development, adequate career development.

Problem Statement

The relevance of research issues makes it necessary to find a model and methodological tools aimed at building future teachers’ professionalism, professional success and a career development.

Research Questions

The teacher’s professionalism is considered as an integrative characteristic of the personality. This is a system of professional subject-based, professional and technological and personal competences, which reflect the high level of teacher’s professional competence, pedagogical excellence, teacher’s professionally significant qualities, a creative approach to the organization of pedagogical activity, the ability to reflect, readiness for the constant personal development and self-improvement.

Purpose of the Study

To justify theoretically and develop a model of formation of teachers’ professionalism as a condition of their professional success and career development was the purpose of the work.

Research Methods

Theoretical methods like analysis, synthesis, modelling have been used to determine the theoretical significance of the problem of the research, review of literature, definition of the key concept of the research. To identify the effectiveness of the proposed model, the leading method of the research was a pedagogical experiment.

Findings

A summary of the results of the formative stage of the experimental study is presented in Table 01.

Thus, according to the results of diagnostic activities at the stating and formative stages of the experiment, the level of professionalism of future teachers of higher education for each of the components was detected.

Generalization on the results of the pedagogical experiment took place at the control stage. The relevance and feasibility of a phased introduction of the model of modernized professional training of teachers of higher education in the conditions of master’s program studies are confirmed by the results of the research and their statistical processing. It is established that in the experimental group there are significant changes with a trend of growth in terms of the level of professionalism of future university teachers.

The comparative analysis allowed for drawing the conclusion that the formation of professionalism components at the high and sufficient levels in the experimental group increased by 23.4 % and 30.6 % (in the control group – 5.6 % and 16.9 %, respectively). See Table 2 for more information.

Conclusion

The results of the theoretical and experimental study confirmed the validity of the objective, demonstrated the effectiveness of the study and provided the basis for the formulation of the following general conclusions.

The analysis of scientific literature showed high social value and importance of professionalism of pedagogical activity, as well as the found effective ways of its formation throughout the history of development of advanced social, philosophical, and pedagogical thought. The complexity and multi-faceted phenomenon of the pedagogical professionalism, the presence of diverse, often contradictory views on the interpretation of its essence, content, instrumental foundations and techniques and the corresponding ambiguity of their scientific interpretation have been proved. The issues of professionalism of pedagogical activity are directly related to the career growth and teachers’ success.

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