DOI: 
http://dx.doi.org/10.15293/1813-4718.2503.07
UDC: 
37.01
Khodyrev Aleksandr Mikhailovich
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof., first vice-rector, Yaroslavl State Pedagogical University K. D. Ushinsky, a.khodyrev@yspu.org, Yaroslavl

Dynamics of Value-Meaning Orientations in the Professional-Personal Development of Pedagogical and Non-Pedagogical Students During University Studies

Abstract: 
Introduction. The problem of the formation and development of human values holds a special place in modern pedagogical science, with particular attention paid to the development of the value-meaning sphere of student youth, who will “build” the future of our state. Purpose. The article focuses on the development of value-meaning orientations among students, but the emphasis is placed on researching this issue in pedagogical education and, accordingly, on studying the dynamics of value-meaning orientations in the professional-personal development of students in pedagogical and non-pedagogical specialties during their university studies. Methodology and research methods. The methodological foundations of the author’s position include the personality-activity and axiological approaches, the main ideas of the systems approach, as well as the sociocultural and integrative approaches. The value-meaning core of pedagogical education is represented by a system of factors determining the professional development of future teachers, identified in the study of the semantic space of value-meaning orientations in professional-personal development using the author’s “Methodology for Determining the Features of Value-Meaning Orientations in the Professional-Personal Development of Future Teachers.” The article presents the results of one-phase dispersive analysis ANOVA. Research results. The empirical study revealed several dynamic characteristics of value-meaning orientations in professional-personal development during university studies. First, during university studies, differences in the factors of value-meaning orientations in professional-personal development between pedagogical and non-pedagogical students persist but noticeably diminish. Second, 2– and 3-year students, compared to 1– and 4-year students, demonstrate lower retrospective assessments of the significance and realization of all factors in the development of value-meaning orientations in professional-personal development. Third, the study of value-meaning orientations in the professional-personal development of non-pedagogical students shows high stability and consistency in their value beliefs, views, and attitudes throughout their university studies; the process of professional training does not significantly influence their system of value-meaning orientations. Fourth, an examination of the dynamics of value-meaning orientations in the professional-personal development of pedagogical students during university studies revealed significant changes in the values of sociocultural interaction, cultural-moral values, and emotional comfort values. Conclusion. The identified patterns prove the need to develop value-meaning orientations in the professional-personal development of future teachers, taking into account the integration of scientific pedagogical knowledge and numerous factors of modern socio-political transformation. Special attention should be paid to the specific features of value-meaning orientations in the professional-personal development of future teachers during their second and third years of university studies.
Keywords: 
traditional values; pedagogical education; students; value-meaning orientations in professional-personal development; university
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References: 

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