Formation Of Future Teachers’ Professionalism As A Condition Of Career Development
Table 2: Dynamics of the indicators of the levels of formation of master students’ professionalism in the control and experimental groups (% of the total)
| ComponentsLevels | Motivational-axiological | Innovational-cognitive | Professional activity-based | Effective-reflexive | ||||
| EG | CG | EG | CG | EG | CG | EG | CG | |
| High level | ||||||||
| Ascertaining stage | 11.1 | 12.9 | 7.9 | 6.5 | 9.5 | 11.3 | 12.7 | 14.5 |
| Formative stage | 36.5 | 19.4 | 33.3 | 16.1 | 30.2 | 14.5 | 34.9 | 17.7 |
| Growth | 25.4 | 6.5 | 25.4 | 9.7 | 20.6 | 3.2 | 22.2 | 3.2 |
| Sufficient level | ||||||||
| Ascertaining stage | 34.9 | 32.3 | 25.4 | 24.2 | 19.0 | 17.7 | 22.2 | 24.2 |
| Formative stage | 47.6 | 45.2 | 47.6 | 45.2 | 46.0 | 40.3 | 42.9 | 35.5 |
| Growth | 12.7 | 12.9 | 22.2 | 21.0 | 27.0 | 22.6 | 20.6 | 11.3 |
| Basic level | ||||||||
| Ascertaining stage | 38.1 | 37.1 | 38.1 | 38.7 | 39.7 | 40.3 | 38.1 | 32.3 |
| Formative stage | 14.3 | 30.6 | 15.9 | 30.6 | 19.0 | 33.9 | 19.0 | 38.7 |
| Growth | -23.8 | -6.5 | -22.2 | -8.1 | -20.6 | -6.5 | -19.0 | 6.5 |
| Initial level | ||||||||
| Ascertaining stage | 15.9 | 17.7 | 28.6 | 30.6 | 31.7 | 30.6 | 27.0 | 29.0 |
| Formative stage | 1.6 | 4.8 | 3.2 | 8.1 | 4.8 | 11.3 | 3.2 | 8.1 |
| Growth | -14.3 | -12.9 | -25.4 | -22.6 | -27.0 | -19.4 | -23.8 | -21.0 |