RESEARCH ON THE TYPES OF FUTURE TEACHERS’ SELF-REALISATION UNDER CONDITIONS OF A DIGITAL EDUCATIONAL ENVIRONMENT
Popovych I. Yaremchuk N. Yakovleva S. Kariyev A. Sadykova A. Kulbida S.
13 June 2024Pro Scientia Publica Foundation
Journal of Education Culture and Society
2024#15Issue 1435 - 451 pp.
Aim. Empirical research and theoretical substantiation of the types of self-realisation of future teachers who did an educational-professional training course under conditions of a digital educational environment. Investigating the types of self-realisation and establishing statistically significant correlations with the research parameters of educational-professional training for future teachers will allow finding important scientific facts that will possess novelty and be of scientific interest for organisers of educational and scientific activities in a digital educational environment. Methods. The representative sample involved students of the final years of pedagogical educational programmes of Bachelor’s and Master’s studies. Methodological foundations of the research are the main statements of the concepts of self-realisation, self-actualisation and self-regulation in educational activity. Results. Spearman (rs) correlation coefficient allowed us to find that “value orientations”, “time competence”, “cognitive needs” and “creativity of activity” are the most important and dependent parameters. k-means clustering allowed identifying four types of self-realisation: “Value-oriented self-realisation”; “Temporal self-realisation”; “Passive self-realisation” and “Pragmatic self-realisation”. It explained that high external negative motivation in the type of passive self-realisation is not directly related to the process and results of educational-professional activity, but only reflects future teachers’ attitude towards it. It was highlighted that future teachers with a value-oriented type of self-realisation are ready to devote themselves to pedagogical activity and consider it to be the meaning of their life. Conclusion. It was recommended that the established empirical facts possessing cognitive value, scientific and theoretical novelty should be implemented in creation and improvement of a digital educational environment.
distance learning , educational space , inclusive educational environment , professional training , self-regulation of an individual , time competence , university
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Department of Psychology, Kherson State University, ul. Universytetska 27, Kherson, 73003, Ukraine
Department of Primary and Preschool Education, Ivan Franko National University of Lviv, ul. Universytetska 1, Lviv, 79000, Ukraine
Department of Special Education, Kherson State University, ul. Universytetska 27, Kherson, 73003, Ukraine
Department of Primary Education, Abai Kazakh National Pedagogical University, ave. Dostyk 13, Almaty, 050010, Kazakhstan
Department of General Psychology and Pedagogy, South Kazakhstan University named after M, Auezov, Tauke Khan street 5, Shymkent, 160000, Kazakhstan
Ukrainian Sign Language Department, Mykola Yarmachenko Institute of Special Pedagogy and Psychology, National Academy of Educational Sciences of Ukraine, ul. M. Berlinskoho 9, Kyiv, 04060, Ukraine
Department of Psychology
Department of Primary and Preschool Education
Department of Special Education
Department of Primary Education
Department of General Psychology and Pedagogy
Ukrainian Sign Language Department
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