Efficiency evaluation of future teachers’ professional consciousness development program

Abstract

The  article highlights results of approbation of the program of future teachers’  professional  consciousness  development.  It  has  been shown that under the current system  of the national pedagogical education, development of students’ professional consciousness is possible through the implementation of a special program at the final stage of training − in order to ensure efficiency of further professional activities. The main aspects and organizational items of the developmental program have been considered. Psychological-and-pedagogical   support   has   been   stated   as   an   organizational   and   methodical   basis   of   the   program.   The psychological-and-pedagogical  support  has  been  defined  as  integral,  systematic  students’  activities  organized  by  a  tutor;  in  the process of such activities, special psychological conditions must be formed in order to promote a development of future teachers’ professional consciousness during the professional training. Indicators of the effectiveness of the elaborated psychological-and- pedagogical support program have been defined:  positive  dynamics  of  the  main  components  of  students’  professional  consciousness (meanings presented by  pedagogical  concepts  and  categories;  senses,  which  are  reflected  in  the  motives,  values  and interests of teaching; sensual texture, which is expressed in selective perception of  the  professional  features  in  the  outside world). Under the dynamics, the author implied some gradual changes that occur in of future specialists’ consciousness during the professional preparation, and which determine professional consciousness development. Statistically significant differences in  the control and experimental groups at the end of the experiment are stated. The possibility of actualization of the special psychological conditions for purposeful development of the professional consciousness structural-and-functional components has been confirmed. The positive  dynamics  of  these  components  growth  (professional  values,  meanings,  perception)  contributes  to  the development of the whole professional consciousness of future teachers.