(2017) Science and education, 12, 59-65. Odessa.

Iryna Sopivnyk,
Doctor of Pedagogy, associate professor,
Department of Social Pedagogy and Informational Technologies in Education,
National University of Health and Environmental Sciences of Ukraine,
15, Heroiv Oborony Str., Kyiv, Ukraine,
Tetiana Duka,
PhD (Candidate of Pedagogical Sciences),
senior lecturer, Department of Psychology and Pedagogy of Child Development,
Pavlo Tychyna Uman State Pedagogical University,
2, Sadova Str., Uman, Ukraine,
Iryna Pidlypniak,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Psychology and Pedagogy of Child Development,
Pavlo Tychyna Uman State Pedagogical University,
2, Sadova Str., Uman, Ukraine

ASSESSMENT OF PEDAGOGICAL STUDENTS’ PROFESSIONAL QUALIFICATION

The study aims to reveal the results of approbation of the developed diagnostic technique of assessing the level of maturity of professional qualification of pedagogical students – future teachers of various specialties. The empirical study involved 240 students of Pavlo Tychyna Uman State Pedagogical University who were divided into 2 groups: experimental (EG) and control (CG). When forming a set of diagnostic techniques, special emphasis was placed on selfevaluation as it makes it possible take into account one’s own priorities of personal and professional self-development, self-regulation, self-examination and self-motivation. The following criteria of professional qualification have been distinguished: cognitive, motivational, and operational. Each of them includes a group of qualitative indicators that reveal the content and describe the achievements of students in the correspondent type of activity. Besides, there has been designed a questionnaire based on the one by V. Yadov and A. Zdravomyslova, which involves the principles used by the international company SHL during the interviews with university graduates to evaluate their professional competences. When using the interview method, the students were encouraged to analyze examples of their activities (basing on their teaching internship experience and learning activities) that could give an idea of the development of relevant competencies. In the framework of the cognitive criterion the degree of awareness of the professional techniques was evaluated. The students performed a set of tasks developed at two levels of complexity: the first level is reproductive, and the second one is research and creative. The motivational criterion involved the examination of motives of the students’ professional choice. There have been distinguished high, medium and low levels of professional qualification. The research outcomes have shown that the high level was found in 73% of the EG students and 67% of the CG ones; the medium one – EG students – 18%, CG – 20%, and the low one – EG students – 10%, CG – 14%.

diagnostics, students' preparedness, future teacher, educational process, institution of higher education, formation of future pedagogical specialists.

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