The System of Future Teachers’ Professional Development

Valentyna Pliushch (), Nataliya Rozhak (), Anna Cherednyk (), Iryna Kalynovska (), Oksana Honcharuk () and Anatolii Kuzminskyi ()
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Valentyna Pliushch: Candidate of Pedagogical Sciences, Associate Professor, Department of Natural Sciences and Methods of Their Teaching, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Kropyvnytskyi, Ukraine
Nataliya Rozhak: Candidate of Pedagogical Sciences, Associate Professor, Ivan Franko National University of Lviv, Lviv, Ukraine
Anna Cherednyk: Lecturer of the department of special and inclusive education, Pavlo Tychyna Uman State Pedagogical University, Uman, Ukraine
Iryna Kalynovska: Lecturer of the department of special and inclusive education, Pavlo Tychyna Uman State Pedagogical University, Uman, Ukraine
Oksana Honcharuk: Candidate of Pedagogical Sciences, Lecturer of Pedagogical Department, The National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine
Anatolii Kuzminskyi: Doctor of Pedagogical Sciences, Professor, Oleksandr Dovzhenko Hlukhiv national pedagogical university, Hlukhiv, Ukraine

Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2021, vol. 13, issue 3, 51-72

Abstract: The article aims to theoretically justify, develop, and experimentally verify the author’s model for implementing the system of future teachers’ professional development as a requirement for professional training of future specialists. The objectives of the article are the following: to identify structural components of future teachers’ professional development; to develop and experimentally verify the effectiveness of the model of future teachers’ professional development; to determine pedagogical conditions for its implementation. Research methods include theoretical analysis and generalization of relevant scientific-methodical literature; pedagogical observations; monitoring of future teachers’ levels of professional development and readiness for it; modeling; pedagogical experiment; methods of mathematical statistics. The value of the obtained results lies in defining and justifying the structure of future teachers’ professional development theoretically, as well as verifying the modeled system of future teachers’ professional development and pedagogical conditions for its implementation experimentally. Besides, one can observe a significant increase in the levels of future teachers’ professional development in the experimental group. Conclusions: The article shows that the system of future teachers’ professional development, which is implemented through the experimental model and whose goals, content, methods, tools, and technologies are aimed at achieving effective results, enhances the level of future teachers’ professional development and their readiness for it.

Keywords: professional development; readiness for professional development; future teachers; model; system (search for similar items in EconPapers)
JEL-codes: I2 (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:lum:rev1rl:v:13:y:2021:i:3:p:51-72

DOI: 10.18662/rrem/13.3/440

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