(2017) Science and education, 12, 202-207. Odessa.

Olha Padalka,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Pedagogy and Psychology (Preschool and Correctional)
named after prof. T. I. Ponimanska,
Rivne State Humanitarian University,
12, S. Bandery Str., Rivne, Ukraine

ESSENCE OF FUTURE NURSERY TEACHERS’ PROFESSIONAL
TRAINING IN TERMS OF AXIOLOGICAL APPROACH

The aim of the study is to analyze the peculiarities and role of the axiological aspect in the nursery teachers training. Pedagogical values are considered as one of the main components of nursery teachers’ professional culture, which is also an important personal property and the condition of fruitful work in the field of preschool education, as well as a professional skills indicator. The research involved 348 students majoring in Primary Education, who were divided into experimental (n=174) and control (n=174) subgroups. The following pedagogical conditions were implemented into the educational process of the experimental group: 1) the formation of positive motivation for the educational process and work in the process of professional pedagogical training; 2) the formation of students’ pedagogical reflection, which helps to increase the level of intellectual activity; 3) engagement of students in practical work that prepares them for future work; 4) the development of a special course called “Pedagogical Axiology” that reveals the content and ways of realizing pedagogical values and its introduction into the process of professional training. The control group was taught without any changes. The following techniques were applied in the study in order to examine the respondents’ value orientations: Eysenck Personality Questionnaire, Rokeach Value Survey, a modified version of B. Budassi SelfAssessment Inventory, and Personal Reflection Scale by I. Stetsenko. According to the results of the experimental study, it has been proved that the implementation of the suggested pedagogical conditions provided positive dynamics of the formation of the respondents’ priority pedagogical values. The reliability of the research outcomes has been checked and proved by means of Pearson’s chi-squared test.

values, pedagogical values, future educator, professional activity, professional pedagogical training.

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