Experience of Developing Value Orientations of Future Teachers in the Process of Mastering the Bachelor's Program

Frolenkova Anastasiya Leonidovna ORCID: 0000-0003-3272-6327 Postgraduate Student, Institute of Humanities, Yugorsk State University Assistant, Chair of Child Psychology and Pedagogy, University of Tyumen 625003, Russia, Tyumen region, Tyumen, ul. Proezd 9 May, 2, of. 7 a.l.frolenkova@utmn.ru Ogorodnova Ol'ga Vasil'evna ORCID: 0000-0002-5023-3959 PhD in Pedagogy Associate Professor of the Chair of Child Psychology and Pedagogy, University of Tyumen 625031, Russia, Tyumen region, Tyumen, ul. Trade Union, 70, office 129 o.v.ogorodnova@utmn.ru

Kukuev Evgenii Anatol'evich ORCID: 0000-0002-2226-8679 PhD in Psychology Head of the Department of Monitoring research of the Resource and Training Center, Associate Professor of the Chair of Child Psychology and Pedagogy, University of Tyumen 625003, Russia, Tyumen region, Tyumen, Motorostroiteley str., 1, sq. 117 kea.psy@gmail.com Other publications by this author

IntroductionThe development of the value sphere of the personality of future teachers becomes the center of research attention for the design of the teacher training system, which is the fundamental basis for the implementation of educational activities.

In the methodological recommendations for training personnel for pedagogical bachelor's degree programs based on unified approaches to their structure and content ("The Core of higher pedagogical education"), the ability to build an educating educational environment is proposed as one of the categories of general professional competencies, and the relevance of the educational module in the training of future teachers is due to state tasks in the field of education of the younger generation ^[1].

In April 2022, the Public Chamber of Russia hosted a round table on the topic "The social significance of the new draft National Doctrine of Education", the participants of which focused on the need to return education to the basic values of the Russian people, the formation of a unified concept of education for the whole country, as well as the growth of the educational role of the teacher.

The professional standard "Teacher" reflects that a teacher (hence, a graduate of the direction of "Pedagogical education") should "be able to find (discover) the value aspect of educational knowledge and information and ensure its understanding and experience by students; be able to design and create situations and events that develop the emotional and value sphere of the child (the culture of experiences and value orientations of the child)" ^[2].

Accordingly, the future teacher needs to be aware of the importance of developing and harmonizing his system of value orientations as the foundation of readiness to be guided and translate the value attitude in his professional pedagogical activity ^[3].

The ideas about the need to create conditions for value self-determination and the development of their own value positions have become the center of modern educational paradigms (including for higher education) of such researchers as V.I. Zagvyazinsky, A.V. Kiryakova, V.A. Slastenin, etc.^{[4; 5; 6]}.

In modern science there is no unified understanding of the term "value orientations", which is often identified with the term "values". Currently, several approaches have been formulated that define value orientations as:

1.       The attitude of the individual to life values, determined by the internal basis of the relationship of the individual to the values of different spheres of life (L.O. Lotar ^[7]; Medvedev A.M., Zhulanova I. V., Mysina T. Yu. ^[8]);

2.       The attitude of the individual to the objects of the surrounding reality: stable conscious and orderly attitudes to objects and phenomena of the surrounding world (I.Atamanova, S. Bogomaz ^[9]; S.V. Murafa ^[10]);

3.       The desire and interest of the individual to life values, based on vital social interests and aspirations of the individual to various forms of socially significant activity (I.M. Ilyinsky I.M., V.A. Lukov ^[11], A.G. Zdravomyslov ^[12]);

4. The orientation of the personality towards values, which is characterized as a fixed, socially conditioned orientation of consciousness and behavior towards the goals and means of activity in various spheres of personal life (J. McKernan (13); V.A. Yadov ^[14], etc.);

5.       The idea (concept) of a person about life values that determine the choice of types, means and goals of conscious activity and behavior of a person to achieve the desired material and spiritual benefits (D.A. Leontiev ^[15], M. Rokich ^[16], E.K. Al-Yanai ^[17]);

6.       The attitude to life values is a system of attitudes developed in relation to particularly significant elements of reality, which characterizes the selective attitude of a person to values (V.V. Vodzinskaya ^[18], A. Sally, Yu.V. Osam ^[19]).

In our study, by value orientations, based on the interpretation of the concept of N.A. Zhuravleva, we understand "a relatively stable, socially conditioned orientation of a person to certain goals that have meaning in life for her, and to certain ways of achieving them, expressed in the form of any personal qualities, patterns (ways) of behavior and being relatively independent of social situations" ^[20].

Zh.V. Puzanova, T.I. Larina draw attention to the fact that the university educational and social space and the program method of the educational process, built on the objective values of the culture of the modern world, allow us to reveal the structure and regulate (to an acceptable extent) the dynamics of the development of students' value orientations ^[21].

In the process of professional training of students – future teachers, aimed at the development of their value sphere, it is important to focus on the inclusion of the main mechanisms for the formation of value orientations.  M.S. Yanitsky, as part of his report to the Presidium of the Russian Academy of Education in 2020, presented a structural and dynamic model of the level organization of value orientations of the individual, the mechanisms of formation of which are the processes of adaptation, identification, individualization (including internalization) ^[22]. A.S. Petelin, I.A. Demidova, based on the results of the analysis of psychological and pedagogical literature as identification, empathy, subjectivization and reflection have been established as mechanisms for the formation of value orientations ^[23]. A.V. Kiryakova presents this mechanism as a cycle of actions: search (acquisition of information) – evaluation (experience) – selection (assignment) – projection (construction of the desired goal) ^[24].

It is advisable to plan the process and results of the development of the value sphere of future teachers based on the idea of the second part of the taxonomy of B. Bloom's pedagogical goals, focused on the affective (emotional-value) field of activity (author D. Kratvol) ^[25]. In this part of the taxonomy, emphasis is placed on "the formation of an emotional and personal attitude to the phenomena of the surrounding world, ranging from simple perception, interest to the assimilation of value orientations and relationships, their active and conscious manifestation in activity. Such goals as the formation of interests and inclinations, the experience of certain feelings, the formation of an attitude, its awareness and manifestation in activity fall into this sphere"

Fig.1. Taxonomy of educational goals of B. Bloom, D. Kratvol:

affective area

Fig.1. Taxonomy of educational goals of B. Bloom, D. Kratvol:

affective domain

D. Kratvol identified five categories of educational goals for the formation of value orientations in the educational process.

In the first category, "Perception" is defined as "the readiness and ability of the student to perceive certain phenomena, stimuli coming from the surrounding world" ^[25]. The result of achieving the goals of this category is the student's awareness of the perceived, his willingness or desire to perceive, selectivity or arbitrariness of attention to objects of perception. The pedagogical strategy for achieving the educational goals of this category should be based on attracting, retaining and directing the student's attention.

Within the framework of professional training, the development of the goals of the "Perception" category can be revealed in students, for example, when they realize the importance of their chosen profession and professional development, are receptive to the problems of the professional community, are attentive to the opinions of representatives of the profession, teachers, fellow students.

The next category of educational goals ("Reaction-response") is characterized by the manifestation of the active position of the student in independent educational activity as a result of reaction to an external stimulus or interest in a subject, phenomenon, activity. The authors distinguish three levels of response: a subordinate response (for example, obeys the internal regulations of an educational organization, solves assigned tasks), a voluntary response (for example, takes the initiative to perform educational tasks, actively participates in discussions) and satisfaction from the response (for example, voluntarily participates in socially significant activities, with a desire to learn new things in an interesting areas of knowledge).

 For students, this category of educational goals will be realized, for example, in compliance with the regulations of the educational process, taking the initiative in organizing their own development of the educational program of vocational training, striving for cooperation in solving educational tasks, independent and active research activities of significant problems or tasks for the professional community. 

"Assimilation of value orientation" is the third category of educational goals, which consists of several stages of the formation of a value attitude:  acceptance of value orientation (formation of an opinion through purposeful study of various points of view), preference for value orientation (formation of a stable desire to engage in a certain type of activity), commitment/ conviction (formation of an ideal).

In professional training, a value attitude can be formed, for example, in the form of determining one's own position on solving the problems of the professional community, orientation of the student to a narrower area of professional activity (specialization), conviction in the effectiveness of a certain approach to professional activity.

The fourth category "The organization of value orientations" covers "the understanding and connection of various value orientations, the resolution of possible contradictions between them and the formation of a value system based on the most significant and stable" ^[25]. As a result of solving the educational goals of this category (understanding their attitude and organizing a system of values), a student can form an attitude to their capabilities and limitations, conditions and situations of life, take responsibility for their activities and their results, build life plans based on a built system of values and relationships.

Mastering the fourth category of educational tasks in vocational training may be marked, for example, by the student's activity in planning or correcting his own further professional development, active involvement in the work of the professional community, adoption of standards of professional ethics.

From the name of the last category of educational goals, "The spread of value orientation or their complex on activity", it is clear that the acquired values steadily determine the habitual nature of the student's activity. For example, a student consistently shows independence, activity, initiative in educational activities, a desire to cooperate with different subjects of the educational process, a willingness to revise their judgments and change their course of action in the light of convincing arguments.

A student who has achieved the educational goals of this category demonstrates commitment to the chosen profession, professional ethics, is confident and independent in his professional activity, shows adaptability to the changing requirements of the professional community and society as a whole. 

The organization of our research was based on the described taxonomy (affective domain), such mechanisms for the development of value orientations of future teachers as identification, empathy, individualization and reflection were used.

Research methodologyOn the basis of Tyumen State University, a study was conducted on the influence of the educational process on the transformation of the complex of students' value orientations.

To solve the research tasks, the method "Test of Life orientations" by D.A. Leontiev was used ^[26], which allowed students to identify the significance of goals and the level of awareness of life in the context of time, the degree of self-confidence to control it.

The study involved 84 students of the direction of "Pedagogical education" from the first to the third year, aged 19 to 22 years, including 32 students of the 1st year, 34 students of the 2nd year, 18 students of the 3rd year.

Research resultsAt the preparatory stage of the study at the beginning of the academic year, we identified the features of students' value orientations.

The data is presented in Table 1.

Table 1

Results of the study of value orientations (n=84 people)Results of the study of value orientations (n=84 people)

Subscale

Second- and third-year students perceive life as interesting and full of meaning, have freedom of choice and are able to manage their own lives, whereas first-year students mostly live for today.

First- and third-year students are satisfied with self-realization, feel their life as productive and meaningful, and second-year students are dissatisfied with the part of life they have lived.

As part of the main stage of the study, the work programs of disciplines and practices included tasks aimed at promoting the development of the value sphere of students, in particular, the formation and development of readiness to realize the social significance of their future profession, motivation to carry out professional activities, the ability to self-organize and self-education, the ability to design the trajectories of their professional growth and personal development.

For example, for first-year students, tasks such as self-analysis of professionally significant personality qualities and self-assessment of the level of competence formation (according to the Federal State Educational Standard), including assessment of the value component of competencies; writing an essay on the topic "Why is it important for a growing person to have an interested adult nearby?" (based on the work of V. Rasputin "French Lessons"); analysis of professional values and situations of pedagogical communication based on watching movies (for example, "The Key without the right to transfer" (written by G. Polonsky, directed by D. Asanova), "Dead Poets Society" (written by T. Shulman, directed by P. Weir), "The Republic of SHKID" (written by G. Belykh, L. Panteleev, directed by G. Poloka), etc.).

Examples of tasks for second-year students are the analysis of current problems of education, the solution of pedagogical cases, the analysis and interpretation of the pedagogical meaning of monuments of Russian culture, participation in socially significant activities (within the framework of social practice). Students also took part in the organization and implementation of an adaptive psychological and pedagogical workshop for first-year students, within which they independently conducted social and communicative training, organizational and activity game, collective creative work, pedagogical quest, etc.

Third-year students, for example, completed such tasks as: self-diagnosis of professionally important personal qualities; development of a professional self-development program; essays on topics relevant to professional self-determination; organization and holding of an event in the format of a literary drawing room; implementation of drawing techniques "The mission of the profession of a teacher"; modeling and solving situations of moral choice in professional activity; correction of professional plans; organization and holding of the "Science for Children" platform within the framework of the All-Russian Science Festival.

For students of all courses, when summing up the results at the control points of the educational process, such forms of reflection were included as:

-         Individual and collective reflection after completing a set of tasks within the same discipline (for example, analysis of situations of pedagogical communication from excerpts of feature films);

- Collective reflection after the implementation of interdisciplinary projects (for example, "Science Festival", "Open Days", etc.);

- Interdisciplinary reflexive workshop based on the results of the semester / year of study (for example, on the topic "Formation of a culture of communication among younger schoolchildren in mathematics, technology, physical education lessons");

-         Written forms of intermediate and final reflection (for example, an essay on the topic "My professional development", etc.).

Discussion of the resultsThe results of repeated diagnostic measures at the end of the academic year are presented in the format of a comparative analysis of students' value orientations (Table 2).

Table 2

Comparative table of the results of the study of value orientations (n=84 people)Comparative table of the results of the study of value orientations

(n=84 people)

Subscale

- for first-year students, all indicators are in the aisles of the norm and there were no significant changes during the academic year, which, in our opinion, was a consequence of the small number of specialized disciplines in the curriculum of this course;  

- the growth of the average value for the "Life performance" subscale and the achievement of the norm by it in second-year students illustrates that students have moved from a feeling of dissatisfaction with the lived part of life, to a feeling of the result of their life, their achievements, satisfaction with self-realization;

- according to the subscales "Efficiency of life", "Locus of control – I" and "Locus of control – life", the average values of third-year students increased, but did not go beyond the norm, therefore, we can say that they are responsible and manage their lives, have their own opinion and independently set goals, control events of their life, make decisions;

- significant dynamics was recorded in the "Process of Life" subscale also among third-year students, the indicators went beyond the norm. This suggests that at the beginning of the study, students perceived the process of their life as interesting, emotionally saturated and filled with meaning, and by the end of the year, students' lives became more emotionally saturated and, presumably, they can live "today".

ConclusionsThe results obtained allow us to conclude that the process of pedagogical education, which is built on the basis of the taxonomy of the affective area of educational goals and integrated such mechanisms of development of value orientations as elements of choice (individualization), self-determination (identification), empathy and reflection, can be considered as a resource for the development of the value sphere of the personality of future teachers and building on their based on personal and professional development paths.

In this case, the educational process becomes individualized and personalized.