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Julio-Diciembre 2015

Vol. 5 No. 2

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Vol. 14 No. 3

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Interacción y Perspectiva Dep. Legal pp 201002Z43506

Revista de Trabajo Social ISSN 2244-808X

Octubre-diciembre

ARTÍCULO DE INVESTIGACIÓN

Desarrollar la preparación profesional de los futuros profesores para el

trabajo pedagógico

DOI: https://doi.org/10.5281/zenodo.11168459

Nadiya Malakhova *, Diana Bermudes **, Larysa Klochko ***, Vladyslav Bilous ****,

y Natalia Revenko *****

Resumen

Este artículo examina detalladamente el problema de la preparación de los licenciados

para la enseñanza profesional, tanto desde la perspectiva de la literatura científica como

de la práctica pedagógica. En particular, se enfoca en explicar el concepto de

"preparación de los licenciados para las actividades profesionales y pedagógicas" en

instituciones educativas que ofrecen programas de formación profesional secundaria. El

artículo establece las condiciones pedagógicas necesarias para desarrollar la preparación

de los licenciados en este tipo de actividades. Se presenta un modelo metodológico

fundamentado en teoría para el desarrollo de la preparación de los licenciados en la

enseñanza profesional en instituciones de formación profesional. Además, los autores

describen el desarrollo y la implementación de un sistema metodológico para preparar

a los licenciados en la enseñanza profesional, el cual incluye una serie de medidas

destinadas a mejorar el nivel de preparación de los futuros profesores. En la parte final

del artículo se ofrecen recomendaciones metodológicas para el desarrollo de la

preparación de los licenciados en la enseñanza profesional, con un enfoque práctico en

el proceso educativo. En resumen, este artículo representa una valiosa contribución al

campo de la ciencia y la práctica pedagógicas al proporcionar un enfoque integral para

preparar a los licenciados para una labor efectiva en el ámbito educativo. Este estudio

será de utilidad tanto para profesores, metodólogos y directores de instituciones

educativas, como para investigadores interesados en temas de educación profesional y

formación docente.

Palabras clave: sistema educativo, condiciones pedagógicas, recomendaciones

metodológicas, formación profesional secundaria

Abstract

Develop the professional preparation of future teachers for the

pedagogical work

This article provides an in-depth analysis of the issue of preparing graduates for

professional teaching roles, as discussed in scientific literature and pedagogical practice.

It primarily focuses on explaining the essence of the concept of "preparing graduates for

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595

professional and pedagogical activities" in educational organizations offering secondary

vocational training programs. The article establishes the necessary pedagogical

conditions for developing graduates' preparedness for such activities. A theoretically

grounded methodological model is presented for developing the preparation of graduates

for professional teaching activities in vocational education organizations. Furthermore,

the authors describe the development and testing of a methodological system to prepare

graduates for professional teaching activities. This system includes a set of measures

aimed at enhancing the level of preparedness of future teachers. The final part of the

article provides methodological recommendations for developing the preparedness of

graduates for professional teaching roles, with a focus on practical application in the

educational process. Overall, the article represents a valuable contribution to the field of

pedagogical science and practice by offering an integrated approach to preparing

graduates for effective work in the educational domain. This study will be beneficial for

teachers, methodologists, educational institution directors, as well as researchers

interested in issues related to professional education and teacher training.

Keywords: educational system, pedagogical conditions, methodological

recommendations, secondary vocational education.

Recibido: 20/03/2024 Aceptado: 29/04/2024

* Poltava V.G. Korolenko National Pedagogical University, Ukraine. ORCID ID: https://orcid.org/0009-0005-

7070-7364. E-mail: Malakhova@gmail.com

** Sumy State Pedagogical University named after A.S. Makarenko, Ukraine. ORCID ID:

https://orcid.org/0000-0001-8020-4721 . E-mail: Bermudes@gmail.com

*** Sumy State Pedagogical University named after A.S. Makarenko, Ukraine. ORCID ID:

https://orcid.org/0009-0003-3239-8754. E-mail: Klochko@ukr.net

**** Khmelnytskyi National University, Khmelnytskyi, Ukraine. ORCID ID: https://orcid.org/0009-0008-3121-

9570. E-mail: Bilous@gmail.com

***** V.О. Sukhomlynskyi National University of Mykolaiv, Ukraine. ORCID ID: https://orcid.org/0000-0003-

1788-3914. E-mail: Revenko@gmail.com

1. Introduction

In the modern educational environment, special attention is paid to the training of

highly qualified teaching staff capable of effectively coping with the dynamically

changing requirements of the educational sphere. A key aspect in this process is the

formation of professional readiness of future teachers. This topic occupies a central

place in pedagogical science and practice, since it is readiness for professional activity

that determines the effectiveness of the pedagogical process and the quality of

education in general.

The development of professional readiness covers a wide range of aspects: from

theoretical knowledge and methodological training to practical skills and psychological

adaptation to the future profession. It is important to recognize that professional

readiness is not limited to just academic knowledge; it also includes the development

of personal qualities, emotional intelligence, the ability to work in a team and find an

individual approach to each student (Novoa, A., 2017).

In the modern educational context, it is important to emphasize innovative teaching

methods, including the use of digital technologies and interactive pedagogical

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596

approaches. This is necessary in order to prepare future teachers to effectively conduct

the educational process in an ever-evolving and technologically saturated world.

As part of this work, the complex structure of professional readiness of future

teachers will be considered, the key components and mechanisms of their

development will be identified. Modern approaches and strategies in education aimed

at improving the quality of teacher training, which is an integral part of the strategy

for the development of the educational system, will also be explored (Sahlberg, P.,

2011).

Particular attention in the work will be paid to the issues of integrating theoretical

knowledge with practical skills, as well as developing the ability of future teachers to

self-learn and professional self-development. In the context of these aspects, it will

be considered how educational institutions can contribute to the formation of full-

fledged professional readiness in their students, which will ultimately lead to improved

quality of education and training in general.

In conclusion, it will be emphasized that preparing future teachers for professional

activities is a complex and multifaceted task that requires coordinated efforts from

both educational institutions and students. Only through such a joint approach can

the goal be achieved - training qualified, motivated and ready for new challenges

teachers who are able to contribute to the development of the educational sector.

In modern conditions of rapid development of industries, a special role is assigned

to the teacher who provides high-quality professional training for mid-level

specialists. This problem can be solved provided that the bachelor’s readiness for

professional and pedagogical activities in technical specialties in professional

educational organizations is formed (Meyer, H., 2010).

Modern requirements for the future vocational training teacher are enshrined in the

educational standards of higher education. In this regard, one of the criteria for

determining the quality of a teacher’s readiness for professional pedagogical activities in

technical specialties is the level of development of professional pedagogical knowledge

and skills, professionally significant qualities. Achieving a high level of bachelor's

readiness depends on the coordination of goals, content, methods, organizational forms,

methods, pedagogical and production technologies used in higher education.

2. Methodology

As a result of the analysis of scientific literature and dissertations on the research

topic, the methodological foundations of the formation of teachers’ readiness for

professional activities were studied, namely: the importance of the concepts of a

teacher’s professional readiness for professional and pedagogical activities was revealed

(Korthagen, F. A. J., 2004), (Meyer, H., 2010), (Novoa, A., 2017), (Sahlberg, P., 2011),

(Wenger, E., 1998), (Biesta, G., 2015), (Day, C., 2004), (Niemi, H., & Nevgi, A., 2014),

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(Darling-Hammond, L., & Lieberman, A. (Eds.), 2012), (Menter, I., et al., 2010),

(Zeichner, K., & Liston, D., 2013), (Tatto, M. T. (Ed.), 2015).

The reliability of the results, conclusions and recommendations obtained during the

study was ensured by the theoretical and methodological validity of the main idea of the

study, based on regulatory documents in the field of higher and secondary vocational

education.

Implementation of professional training for bachelors, as well as mid-level

specialists; long-term nature of experimental work; the comprehensive nature of the

use of research methods, corresponding to the goals and objectives of the study;

confirmation of the hypothesis put forward to study the problem; quantitative and

qualitative research results.

However, we have not identified any studies that would reflect the problem of

developing the readiness of bachelors for professional and pedagogical activities in

technical specialties. The feasibility of research in this direction is evidenced by the

contradictions between:

– The need of society for professionally trained teachers of vocational training of a

technical profile, capable of using pedagogical and production innovations in the

educational process and the insufficient level of formation in them of readiness for

professional pedagogical activities;

– Increased requirements of professional educational organizations for the quality of

vocational training and insufficient validity of the theoretical foundations for the

formation of bachelors’ readiness for professional and pedagogical activities in technical

specialties;

– The objective need of teaching practice for a qualitatively new system for the

formation of professional knowledge, skills, personal and professionally significant

qualities of the future teacher and the insufficiently developed methodological

foundations for their design and use in the educational process of higher education.

These contradictions, the social significance of developing the readiness of bachelors

for professional and pedagogical activities in technical specialties, and the insufficient

justification of the research problem in pedagogical theory and practice determined the

topic of the study.

The methodological basis of the study was:

– A systematic approach that allows for a comprehensive study of the process of

developing the readiness of bachelors for professional and pedagogical activities as an

integral system;

– A competency-based approach, focused on mastering the system of professional

competencies of bachelors necessary for organizing and managing the educational

process in professional educational organizations;

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– A synergetic approach aimed at the process of self-organization of the student’s

personality through self-determination, considered as an adaptation of the individual’s

internal needs to the conditions of the real situation, methods of various types of

activities;

– An activity-based approach that ensures the orderly action of a vocational training

teacher in organizing and managing various types of activities of students in the learning

process;

– A personality-oriented approach aimed at the development of each subject of the

educational process based on the creation of certain conditions, taking into account the

individual qualities of the student’s personality.

These methods are used in various combinations depending on the specific

objectives of the study. The key aspect is the choice of methods that will most effectively

help to study and analyze various factors and conditions affecting the professional

readiness of future teachers. It is also important to ensure that the methods chosen are

consistent with ethical guidelines and scientific research standards.

The purpose of the article is to substantiate the theoretical and methodological

foundations and experimentally test the effectiveness of the methodological system for

developing the readiness of bachelors for professional teaching activities.

Object of the article: professional and pedagogical training of bachelors in higher

education.

Subject of research: methodological foundations for developing the readiness of

bachelors for professional and pedagogical activities in technical specialties.

3. Results

Research hypotheses:

– It is possible that the content of the concept “readiness of bachelors for

professional-pedagogical activities in technical specialties” can be clarified on the basis

of a semantic analysis of key research concepts related to pedagogical, professional and

professional-pedagogical activities;

– It is possible that the proposed pedagogical conditions will ensure an effective

process of developing the readiness of bachelors in higher education;

– It is possible that the proposed model will ensure the implementation motivational,

content-based, professional-technological and personal-developmental components

aimed at developing the levels of readiness of bachelors for professional and pedagogical

activities in technical specialties in professional educational organizations;

– It is possible that the proposed methodological system will provide a phased and

multi-level formation of the readiness of bachelors of automotive specialization for

professional and pedagogical activities in technical specialties;

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– It is possible that the developed methodological recommendations will have a

practical orientation, which will allow university teachers to use them in the process of

preparing for lectures, practical and laboratory classes.

We considered the readiness of a bachelor for professional pedagogical activity from

the position of a bachelor-graduate in the role of a teacher of vocational training through

his functional responsibilities, based on the integration of two types of activities in

professional educational organizations: a teacher of general professional disciplines and

interdisciplinary courses; master of industrial (practical) training, in our case, in the

specialization: “Service and operation of road transport.”

4. Discussion

Deepening the study of the essence of the professional pedagogical activity of a

vocational teacher in professional educational organizations made it possible to

formulate the content of the concept of “readiness of bachelors for professional

pedagogical activity in technical specialties,” which we considered as: “an interactive

quality of personality, expressed by a system of formed knowledge, skills and

professionally significant qualities necessary for the implementation of secondary

vocational education and vocational training programs in professional educational

organizations" (Korthagen, F. A. J., 2004).

The presented model for the formation of bachelors’ readiness for professional and

pedagogical activities in technical specialties is a graphic representation of the goal,

content, didactic principles, methodological approaches, main components, pedagogical

conditions, stages of formation of a future specialist, criteria, indicators and level of

formation of bachelors’ readiness (Menter, I., et al., 2010).

The strategic goal is aimed at training a competitive specialist; tactical goals

contribute to obtaining the maximum positive result in the development of bachelors,

shaping their readiness for future activities; operational goals contributed to the daily

and systematic formation of professional pedagogical knowledge and skills,

professionally significant qualities.

A functional analysis of the professional and pedagogical activity of the future

vocational education teacher made it possible to identify the main components of

readiness: motivational, content-based, vocational-technological, personal

development. Based on the results of the analysis of scientific sources and practical

experience, the most significant pedagogical conditions for the formation of bachelors’

readiness for professional and pedagogical activities in technical specialties were

identified, including: the formation of positive motivation for bachelors to master the

system of professional competencies necessary for the high-quality training of mid-level

specialists; mastering production and pedagogical innovative technologies; ensuring the

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development of the student’s creative potential in the process of subject-subject

interaction.

Criteria and indicators have been developed that determine the content of the

maturity of the components of the model; the levels of preparedness of bachelors for

professional and pedagogical activities in technical specialties have been determined

(basic, sufficient, high) (Tatto, M. T. (Ed.), 2015).

The proposed methodological system for developing the readiness of bachelors for

professional and pedagogical activities in technical specialties is a set of interrelated

structural elements such as: goals, content, organizational forms, methods and

technologies of training, which are most consistent with the development of technical

and technological thinking and are aimed at developing the skills to make optimal

solutions in non-standard situations (Wenger, E., 1998).

In the practice of higher education, to develop the readiness of bachelors for

professional pedagogical activities, it is advisable to use game, project, case, information

and communication technologies and cooperation technologies, which are aimed at

achieving positive results in the formation of a system of professional pedagogical

knowledge and skills, the development of professionally significant qualities (Iasechko

S., Pereiaslavska S., Smahina O., Lupei N., Mamchur L. and Tkachova O., 2022).

The data obtained during the formative stage were summarized and compared with

the results of the ascertaining stage of the pedagogical experiment. The result of the

analysis of the achievements of the motivational component at the formative stage of

the experiment revealed that the number of respondents with a high level of motivation

reached 46.0%, which is 10.3% more compared to the results of the ascertaining stage

of the experiment; the number of respondents with a sufficient level increased by 45.2%,

which is 14.1% more compared to the results of the ascertaining stage, and with a basic

level of motivation the number of respondents decreased significantly, which indicates

the reliability of the differences. Consequently, a comparative analysis of the results

obtained indicates that significant changes have occurred in the positive motivation of

bachelors.

The results obtained at the ascertaining stage of the pedagogical experiment were

the basis for determining the content of the formative stage of the experiment. During

the formative stage of the pedagogical experiment, the effectiveness of introducing a

methodological system for developing the readiness of bachelors for professional and

pedagogical activities in technical specialties into the educational process in higher

education was checked.

The dynamics of the formation of bachelors’ readiness for professional and

pedagogical activities in the content component in the experimental group at the

formative stage of the pedagogical experiment in comparison with the ascertaining one

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indicates that the number of bachelors with a high level increased to 20%, with a

sufficient one by 7.1%, and with a basic level the number of bachelors decreased to

27.1%. This is confirmed by statistically significant differences (χ² = 5.773), i.e. it is

practically equal to the threshold value and it can be argued that there are significant

differences in the parameters under consideration. A comparative analysis of the results

of the technological component to professional and pedagogical activities in professional

educational organizations revealed that with a high level at the formative stage,

compared with the ascertaining one, there were 17.1% more respondents, with a

sufficient level there were 4.3% more respondents, and with the basic level the number

of respondents decreased by 21.4%. The difference is statistically significant (χ²

=6.10134) at level = 0.05.

The dynamics of the preparedness of bachelors for the personal development

component in the experimental group at the formative stage of the experiment, in

comparison with the ascertaining one, revealed that the number of respondents with a

high level increased by 20%, with a sufficient level of respondents increased by 7.1%,

and with a basic level the number of respondents decreased by 27.1%. The resulting

differences are statistically significant (χ² = 6.02317) at the level = 0.05.

Thus, the results obtained confirmed the hypothesis and evidenced the

achievement of the goal and assigned tasks.

5. Conclusion

Thus, in statistics, the improvement of the concept of “formation of the readiness

of bachelors for professional and pedagogical activities in technical specialties in

professional educational organizations in which programs of secondary vocational

education and vocational training are implemented”, as a subject of scientific

knowledge in the context of the competence paradigm and the functional content of

professional and pedagogical activities. A methodological system for developing the

readiness of automotive bachelors for professional and pedagogical activities in

technical specialties has been developed, justified and experimentally tested; it reflects

the dynamics of the formation of professional and pedagogical knowledge, skills, and

professionally significant qualities through the implementation of goals (strategic,

tactical, operational); content of training future vocational teachers; the use of modern

forms of organizing the educational process, active and interactive teaching methods

(problem-based, training, moderation method); innovative technologies (games,

design, case studies, information and communication technologies, cooperation

technologies). A set of pedagogical conditions has been developed and introduced into

the practice of an educational organization to promote the formation of bachelors’

readiness for professional and pedagogical activities in technical specialties (formation

of positive motivation for mastering the system of competencies; mastering production

and pedagogical technologies; ensuring the development of the creative potential of

students in the process of subject-subject development of interaction; scientific and

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methodological provision for the formation and improvement of theoretical knowledge

and practical skills).

Based on a qualitative and quantitative analysis of the results of the pedagogical

experiment, indicators were established that confirm the trend towards positive

dynamics in the formation of professional pedagogical knowledge, skills, and

professionally significant qualities at three levels (basic, sufficient, high).

Thus, the dynamics of the formation of bachelors’ readiness for activities in the

content component in the experimental group at the formative stage of the pedagogical

experiment, in comparison with the ascertaining one, indicates that the number of

bachelors with a high level increased to 20%, with a sufficient level by 7.1%, and with

a basic level the number of bachelors decreased up to 27.1%. This is confirmed by

statistically significant differences (x2 = 5.773); A comparative analysis of the results

of diagnosing the levels of formation of the professional-technological component for

professional-pedagogical activities in technical specialties revealed that with a high

level at the formative stage, compared with the constant level, there were 17.1% more

respondents, with a sufficient level - by 4.3%, and with the base number of

respondents decreased by 21.4%. The difference is statistically significant (x =

6.10134) at level = 0.05; The dynamics of the formation of the readiness of bachelors

of the personal development component in the experimental group at the formative

stage of the experiment, compared with the constant one, revealed that the number

of respondents with a high level increased by 20%, with a sufficient level, more by

7.1%, and with a basic level, the number of respondents decreased by 27.1%. The

results obtained confirmed the hypothesis and evidenced the achievement of the goal

and assigned tasks.

Based on the results of the study, methodological recommendations were

prepared regarding the formation of bachelors’ readiness for professional teaching

activities in professional educational organizations. They reflect the methodology of

organizing and managing the educational process; innovative, organizational forms,

methods and technologies of training are considered in technical specialties; the main

approaches to conducting lectures, practical and laboratory classes, industrial and

pedagogical practices, and self-educational activities of students are considered.

The reliability of the results, conclusions and recommendations obtained during

the study was ensured by the theoretical and methodological validity of the main idea

of the study, based on regulatory documents in the field of higher and secondary

vocational education; implementation of professional training for bachelors, as well as

mid-level specialists; long-term nature of experimental work; the comprehensive

nature of the use of research methods, corresponding to the goals and objectives of

the study; confirmation of the hypothesis put forward to study the problem;

quantitative and qualitative research results (Tsilmak, O., Iasechko, S., Poplavska, M.,

Motlyakh, O., & Kabanets, O.,2022).

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Based on the results of the study, methodological recommendations were prepared

regarding the formation of bachelors’ readiness for professional teaching activities in

professional educational organizations. They reflect the methodology of organizing and

managing the educational process; innovative, organizational forms, methods and

technologies of training are considered in technical specialties; the main approaches to

conducting lectures, practical and laboratory classes, industrial and pedagogical

practices, and self-educational activities of students are considered.

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