Formation of pedagogical university students’ readiness for professional self-education

Abstract

The relevance of the research subject is determined by the higher-education modern requirements to students’ (future teachers’) readiness for professional self-education. One of the conditions for its formation is the use of interactive teaching methods in educational and professional activities, that provide for formation of due skills and abilities connected with professional self-education, as well as monitoring the level-indicator dynamics of pedagogical university students’ readiness for professional self-education. The research was carried out on the basis of the Branch of Omsk State Pedagogical University in Tara (N=80), with the use of the methods: “Assessment of the ability to self-development, self-education” (V.I. Andreev), “Readiness for self-development” (V. Pavlov), “Assessment of development level of student’s readiness for self-education” (O.N. Inkina) and the uniquely designed questionnaire “Knowledge of self-education basics”. The reliability of obtained data was verified using the χ2 Pearson’s test. The interactive teaching methods (case studies, projects, research methods, discussions, methods for formation of future teachers’ reflexive position, etc.) that provide for formation of self-educational competence are included in the content of lectures and seminars under the course “Pedagogy” which aims to develop the bachelor’s basic professional competence by forming theoretical knowledge, cognitive and research skills of future pedagogues. Based on the comparative analysis of empirical data and statistical analysis, positive dynamics was ascertained as well as reliable increment of level indicators’ values for all criteria towards formation of students’ (future teachers’) readiness for professional self-education: motivational (p≤0.01), cognitive (p≤0.05), pragmatist (p≤0.05), reflexive (p≤0.01). The obtained results confirm the hypothesis that systematic inclusion of interactive teaching methods in the content of professional disciplines contributes to the formation of students’ readiness for professional self-education.