(2017) Science and education, 10, 176-182. Odessa.

Valentyna Pliushch,
PhD (Candidate of Pedagogical Sciences), senior lecturer, Department of Chemistry,
Volodymyr Vynnychenko Central Ukrainian State Pedagogical University,
1а, Shevchenka Str., Kropyvnytskyi, Ukraine,
Kateryna Stepaniuk,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Primary Education, Berdiansk State Pedagogical University,
4, Shmidta Str., Berdiansk, Ukraine,
Velantyna Bilan,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Special Education, Pavlo Tychyna Uman State Pedagogical University,
28-А, Sadova Str., Uman, Ukraine

PSYCHO-PEDAGOGICAL ASSESSMENT OF FUTURE TEACHERS’ ABILITY FOR PROFESSIONAL SELF-DEVELOPMENT

The paper deals with a relevant issue of psycho-pedagogical assessment of higher pedagogical institutions students’ ability for professional self-development. The basic criteria of professional self-development of students are self-actualization and self-improvement. On this basis, a methodical toolkit has been developed, which provides psychological and pedagogical assessment of the maturity of this quality in the students. This makes it possible to distinguish them according to high, medium and low levels of professional self-development with the corresponding characteristics of qualitative measurements. The study involved 204 students-future teachers. The first series of the carried out assessment procedure involved the study of the respondents’ aspiration for self-actualization. The interpretation of the self-actualization test (SAT), where students had to Педагогіка – Education Science and Education, 2017, Issue 10 182 choose from the two suggested options the one that was the most appropriate for them, was applied. The second criterion that determines the ability of students for self-development is the ability for self-improvement. In order to assess it, the first questionnaire of the “Barriers of Pedagogical Activity” method, which consists of fifteen statements, was used. Then, according to a specially designed questionnaire a survey was conducted in order to assess the students’ interest in education, pedagogical profession and, consequently, in professional self-development. As a result of the students’ performance of a series of diagnostic tasks, it has been determined that 26.9% of them have a high level of the ability for professional self-development, 65.7% have an average level, and 7.4% have a low one. According to the distinguished levels, this suggests that most students (65.3 + 7.2 = 72.5%) do not have the necessary knowledge and skills for organizing and carrying out systematic work on professional self-development, which opens the prospects for developing appropriate effective measures to improve the quality of students’ training in the field of professional self-development in the theoretical, practical and methodical aspects.

self-development, professional self-development, future teachers, psycho-pedagogical assessment, methodical tools, levels.

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