To download article.DOI: https://doi.org/10.15507/1991-9468.117.028.202404.514-532
Psychological Analysis of Competencies in the Structure of Teacher Professional Training
Vladimir A. Mazilov
Dr.Sci. (Psychol.), Professor, Head of the Chair of General and Social Psychology, Yaroslavl State Pedagogical University named after K.D. Ushinsky (108, bld. 1 Respublikanskaya St., Yaroslavl 150000, Russian Federation), ORCID: https://orcid.org/0000-0003-0646-6461, Scopus ID: 13004734300, Researcher ID: F-9746-2013, SPIN-code: 8082-5199, This email address is being protected from spambots. You need JavaScript enabled to view it.
Yuriy N. Slepko
Dr.Sci. (Psychol.), Professor of RAE, Dean of the Faculty of Education, Yaroslavl State Pedagogical University named after K.D. Ushinsky (108, bld. 1 Respublikanskaya St., Yaroslavl 150000, Russian Federation), ORCID: https://orcid.org/0000-0001-6768-4652, Scopus ID: 56111886000, Researcher ID: AAF-8745-2019, SPIN-code: 6602-7202, This email address is being protected from spambots. You need JavaScript enabled to view it.
Abstract
Introduction. The continuous updating of pedagogical educational standards impacts the shifts in ideas about the results of training of future teachers. The use of a competency-based approach for this purpose is accompanied by the structuring of the planned results on the basis of general and specific competencies, which formally corresponds to the real structure of pedagogical activity. The purpose of the study is to determine the psychologically substantiated structure of pedagogical competencies, correlated with the subject and psychological level of analysis of the teacher’s activity.
Materials and Methods. The study used groups of methods. In order to study the history and the current state of the problem of pedagogical competencies, an analysis of studies on the structure of pedagogical abilities, the psychological structure of the teacher’s activity was used. The substantiation of the demand for a competency-based approach to teacher training was carried out in the course of a comparative analysis of academic performance in subjects and assessments of the formation of competencies of students studying in the direction of “Pedagogical Education”. The sample size was 228 people, including 38 students of the 1st year, 47 students of the 2nd year, 46 students of the 3rd year, 52 students of the 4th year, 45 students of the 5th year. Statistical data processing was carried out using methods of primary descriptive statistics, comparison methods and correlation analysis.
Results. During the analysis of the history of development of ideas about the structure of pedagogical activity it was found out that the classifications of pedagogical skills are mainly analytical in nature, reflect individual aspects of pedagogical work and do not reflect the real structure of teacher’s activity. For the modern classification of the results of professional training of a teacher also formal grounds for identification of general and special competences are used. However, in order to substantiate the relevance of the competency-based approach to teaching, the authors propose to use the competency-based structure of pedagogical work based on the ideas of V.D. Shadrikov about the psychological functional system of activity. The advantages of the competence-based structure of teaching over the subject-based one are substantiated not only by the fact that the former corresponds to the real structure of the teacher’s activity, but also by a number of empirical facts: the insensitivity of the subject-based academic performance to changes in professional training (differences in academic performance by courses are statistically insignificant – p > 0.05; variability of academic performance data ≤ 10%); statistical significance of differences in the formation of competencies in different courses (p ≤ 0.05); weak correlation between indicators of academic performance and development of competencies (r ≤ 0.18 at p > 0.05 in each year).
Discussion and Conclusion. The results of the study open opportunities for overcoming the contradiction between the competence structure of the professional training of future teachers and the psychological structure of the pedagogical activity of the teacher. The psychological structure of pedagogical competencies, classified on the basis of the content of the teacher’s activity, discussed in the article, allows us to determine the directions of experimental and empirical studies of psychological and pedagogical mechanisms and patterns of development of pedagogical competencies at the stage of professional education.
Keywords: structure of competencies, psychological structure of activity, teacher abilities, abilities of the subject, abilities of the individual
Funding: The research was supported by the Russian Science Foundation grant No. 24-18-00061 (https://rscf.ru/project/24-18-00061/).
Acknowledgments: The authors would like to thank the reviewers, whose critical assessment of the manuscript helped to significantly improve the quality of this article.
Conflict of interests: The authors declare no conflict of interest.
For citation: Mazilov V.A., Slepko Yu.N. Psychological Analysis of Competencies in the Structure of Teacher Professional Training. Integration of Education. 2024;28(4):514–532. https://doi.org/10.15507/1991-9468.117.028.202404.514-532
Author’s contribution:
V. A. Mazilov – statement of the research problem; theoretical analysis of the problem of teaching abilities, teacher personality, pedagogical competencies; justification based on the activity theory of V.D. Shadrikov competency-based approach in education.
Yu. N. Slepko – review of research into the problem of pedagogical abilities, teacher personality, pedagogical competencies in Russian and foreign psychology; description of materials and research methods; analysis of the results of empirical research; discussion of research results and conclusion.
Availability of data and materials. The datasets used and/or analysed during the current study are available from the authors on reasonable request.
The authors have read and approved the final manuscript.
Submitted 13.08.2024;
revised 21.08.2024;
accepted 28.08.2024.
This work is licensed under a Creative Commons Attribution 4.0 License.
