| Форма представления | Статьи в зарубежных журналах и сборниках |
| Год публикации | 2022 |
| Язык | английский |
|
Асафова Елена Владимировна, автор
|
| Библиографическое описание на языке оригинала |
Asafova E.V. Goal-setting as a condition for professional self-development of Master's students in Teacher Training Programme/E.V.Asafova, O.V.Vashetina // ARPHA Proceedings 5 (2022). P.97-107. doi: 10.3897//ap.5.e0097
|
| Аннотация |
Proceedings IFTE-2021 |
| Ключевые слова |
pedagogical magistracy, students, goal-setting, self-development, partial readiness for professional self-development |
| Название журнала |
Proceedings IFTE-2021
|
| Пожалуйста, используйте этот идентификатор, чтобы цитировать или ссылаться на эту карточку |
https://repository.kpfu.ru/?p_id=265231 |
| Файлы ресурса | |
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|
Полная запись метаданных  |
| Поле DC |
Значение |
Язык |
| dc.contributor.author |
Асафова Елена Владимировна |
ru_RU |
| dc.date.accessioned |
2022-01-01T00:00:00Z |
ru_RU |
| dc.date.available |
2022-01-01T00:00:00Z |
ru_RU |
| dc.date.issued |
2022 |
ru_RU |
| dc.identifier.citation |
Asafova E.V. Goal-setting as a condition for professional self-development of Master's students in Teacher Training Programme/E.V.Asafova, O.V.Vashetina // ARPHA Proceedings 5 (2022). P.97-107. doi: 10.3897//ap.5.e0097
|
ru_RU |
| dc.identifier.uri |
https://repository.kpfu.ru/?p_id=265231 |
ru_RU |
| dc.description.abstract |
Proceedings IFTE-2021 |
ru_RU |
| dc.description.abstract |
Students' orientation towards mastering a teaching profession determines their goal-setting, as well as the course of
professional and pedagogical self-development. Disclosure of the relationship between these processes functioning is
aimed at creating conditions in learning environment that contribute to the subsequent self-realization of a pre-service
teacher. The purpose of the study is to clarify the interdependence between the goal-setting of pedagogical magistracy
students, their need and readiness for professional self-development. The study was conducted at the Kazan Federal
University (Russia) among 153 first-year undergraduates. It was found that at the beginning of training, about 40% of
students have goals that correspond to teaching, and for the majority of students (57-63%), regardless of whether they
received pedagogical education before, goals are diffuse (ambiguous). Presence of pedagogical experience predetermines
goal-setting of students to obtain a pedagogical profession. Regardless of the specifics of goal-setting, self-development
needs of pedagogical magistracy students are actively implemented. It was found that among students whose goals cor
respond to teaching, the partial readiness for professional and pedagogical self-development is higher, even among those
without previous pedagogical education. This applies to motivational, gnostic and communicative components of pro
fessional self-development. The undergraduates showed a reliably (P≥0.95) higher readiness for self-development of the
ability to analyze pedagogical activity, accumulation of experience in self-educational activity, cooperation in profes
sional self-determination. It is concluded that goal-setting, aimed at teaching, can be considered a condition of high
readiness for professional and pedagogical self-development. It is assumed that goal-setting management will contribute
to activation of professional self-development |
ru_RU |
| dc.language.iso |
ru |
ru_RU |
| dc.subject |
pedagogical magistracy |
ru_RU |
| dc.subject |
students |
ru_RU |
| dc.subject |
goal-setting |
ru_RU |
| dc.subject |
self-development |
ru_RU |
| dc.subject |
partial readiness for professional self-development |
ru_RU |
| dc.title |
Goal-setting as a condition for professional self-development of Master's students in Teacher Training Programme |
ru_RU |
| dc.type |
Статьи в зарубежных журналах и сборниках |
ru_RU |
|
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