Pedagogical technologies for the development of the life and professional maturity of future teachers

Valentina Tsina; Andriy Tsina

doi:10.34069/AI/2020.28.04.55

Valentina Tsina Department of General Pedagogics and Andragogy. Poltava V.G. Korolenko National Pedagogical University, Scientific-pedagogical worker, Poltava, Ukraine. https://orcid.org/0000-0002-3512-1641
Andriy Tsina Department of Theory and Methodology of Technological Education. Poltava V.G. Korolenko National Pedagogical University Scientific-pedagogical worker, Poltava, Ukraine. https://orcid.org/0000-0002-8353-9153

DOI: https://doi.org/10.34069/AI/2020.28.04.55

Keywords: future teacher, life and professional maturity, pedagogical technologies, stages of development.

Abstract

The article defines the essence and structure of the phenomenon "development of life and professional maturity of the future teacher", substantiates the concept of development of life and professional maturity of future teachers, defines the components, criteria, indicators and characterized levels of vital and professional maturity, development and maturity higher education institutions. The purpose of the article is to substantiate and experimentally test the system of pedagogical technologies for the development of life and professional maturity of future teachers. The components of development of life and professional maturity of future teachers are defined: age maturity, professional orientation, creativity and initiative in solving life situations, high level of realization of life events. The levels of development of the life and professional maturity of future teachers are grounded on the criteria of the quality of their professional training. Five levels of development of future teachers' life and professional maturity have been identified and characterized: excellent; Very good; good; sufficient; satisfactory. The peculiarities of the periodization of the development of life and professional maturity of future teachers in the educational space of a pedagogical institution of higher education in three leading stages (adaptation, individualization, integration) and the corresponding system of pedagogical technologies of development of life-professions are substantiated. Experimental and experimental verification of the system of pedagogical technologies for the gradual development of the life and professional maturity of future teachers proved their effectiveness, which was reflected in the difference between the levels of development of the life and professional maturity of students of control and experimental groups. The prospective direction of further research is to study the theoretical and methodological foundations of the development of life and professional maturity of graduates of pedagogical institutions of higher education in the age of early maturity in the process of their adaptation, individualization and integration in primary educational positions in general educational settings.

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Author Biographies

Valentina Tsina, Department of General Pedagogics and Andragogy. Poltava V.G. Korolenko National Pedagogical University, Scientific-pedagogical worker, Poltava, Ukraine.

Doctor of Pedagogical Sciences, Associate Professor, Professor of the Department of General Pedagogics and Andragogy. Poltava V.G. Korolenko National Pedagogical University, Scientific-pedagogical worker, Poltava, Ukraine.

Andriy Tsina, Department of Theory and Methodology of Technological Education. Poltava V.G. Korolenko National Pedagogical University Scientific-pedagogical worker, Poltava, Ukraine.

Doctor of Pedagogical Sciences, Professor, Head of the Department of Theory and Methodology of Technological Education. Poltava V.G. Korolenko National Pedagogical University Scientific-pedagogical worker, Poltava, Ukraine.

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