The study of pedagogical university graduates’ readiness to organize school students’ moral self-education

The paper presents the results of the experimental work on development of student-pre-service teacher’s readiness to organize school students’ moral self-education. The author describes the variations that took place in cognitive, motivational-axiological and activity components of pre-service teacher’s readiness to organize moral self-education of school-students. A cognitive component was studied by the method of conceptual vocabulary; the value orientation method developed by V.A. Yadov was used for motivational-axiological component and there was a questionnaire for activity component. The paper reveals the comparative results of variations in students’ perceptions about morals, values, moral ideal, moral self-education, as well as the methods of moral self-education, moral education methods and methods of moral behavior experience development received at the control stage of the experiment. The paper also presents changes that have occurred in the motivational-axiological sphere of students’ consciousness. It has been found that students are now focused on the intrinsic motivation of activity when organizing moral self-education of school students rather than on the external one. In the activity-component during the experimental work, the perceptions about skills have changed in the graduates’ consciousness, which are now based on scientific knowledge.