Dynamics of professional values of future teachers in the context of educational transformation: results of the implementation of the Positive Teaching program

the article is devoted to the study of the problem of the formation of professional values of future teachers in the context of dynamic socio-cultural and technological transformations. The relevance of studying the dynamics of teachers' professional values is due to global changes in the educational environment caused by the introduction of innovative technologies and the humanization of the pedagogical process. This study is devoted to identifying the peculiarities of changing the professional values of students of pedagogical universities during participation in the program "Positive teaching", designed to form the professional values of a future teacher. The purpose of the study is to identify and analyze the dynamics of professional values among future teachers in the process of implementing the Positive Teaching development program. The research objectives are as follows: to conduct a theoretical analysis of modern approaches to understanding the structure and content of professional values of a teacher, to develop and implement the Positive Teaching program aimed at developing professional pedagogical values of future teachers, to experimentally study the initial level of professional values formation among students of a pedagogical college (the ascertaining stage), to evaluate the effectiveness of the program by comparative analysis of the dynamics of value orientations at the control and experimental stages of the study. The novelty of the work lies in the fact that for the first time it presents the results of testing and analyzing the effectiveness of the author's program "Positive Teaching", aimed at the purposeful formation and correction of professional values of students of pedagogical fields. The study reveals not only the static state of value orientations, but also their dynamics in the process of purposeful psychological and pedagogical support. In the course of an empirical study, the hypothesis about the positive impact of the Positive Teaching program on the structural and meaningful transformation of professional values of future teachers was confirmed. It was found that the participants of the experimental group had a significant increase in the importance of such values as "student development and self-realization", "psychological comfort of participants in the educational process", "cooperation and dialogue", "professional growth and creativity of the teacher". The results obtained indicate the high effectiveness of the program and the possibility of its use in the higher pedagogical education system to train competitive and psychologically competent specialists who meet the challenges of our time. The results of the study confirm the need for further implementation of elements of positive upbringing and active learning in the system of teacher training, emphasizing the importance of emotional well-being and inner satisfaction with the profession as the basis of an effective educational process. The authors substantiate the need to move from fragmented impacts to a holistic systemic management of this process in college. The concept of a professional values development program is presented, which has shown positive dynamics as a result of testing on the basis of a college implementing a training program for pedagogical specialties.

professional values, value orientations, student teachers, future teachers, formation, systems approach, Positive Teaching program, pedagogical college, value formation, teacher training