Authors’ names:
- Ilia A. Molodtsov, Danil E. Malykh – Kozma Minin Nizhny Novgorod State Pedagogical University, Nizhny Novgorod, Russia
- Nikita A. Kornev – School No.187 with In-Depth Study of Individual Subjects, Nizhny Novgorod, Russia
Abstract:
The article presents a study of the value orientations of first- and second-year students in teacher education programs at the stage of preparing to enter professional practice. The relevance of this work stems from the need to examine the system of personal attitudes held by future teachers, as well as how these attitudes are transformed during their university studies, shaping their relationship to professional activity and society under current socio-economic conditions. Students in pedagogical universities constitute the personnel reserve for the state educational system; therefore, monitoring their target orientations is a necessary step in assessing their readiness to begin full-fledged professional work within an educational institution. The methodological framework of the study was V. N. Karandashev’s adapted Russian-language version of the Schwartz Values Survey for measuring personal values. The research methods included analysis of scholarly publications and synthesis of findings from leading Russian researchers in pedagogy and the philosophy of education. Based on the data obtained, it was possible to identify the value orientations underlying the personal and professional qualities of the future teacher. The study involved students from the Department of Physics and Technology and the Department of Information Technology at Minin National State Pedagogical University. First- and second-year students were selected deliberately, as they often have not yet begun full-time teaching practice in schools. The aim of this study is to analyze the results of the initial diagnostic assessment of value orientations among first-year and second-year pedagogy students, and then to compare these results with the axiological component of the person-al and professional development of the modern educator. The findings show that the values of secu-rity, benevolence, and tradition are the most significant for students, while also indicating a high potential for professional growth. The data obtained can be used in designing individual educational and professional trajectories for pedagogy students. The results may help determine directions for fostering the professional and personal qualities of teachers, developing their value system, and en-hancing the overall effectiveness of teacher education
| Section | CROSS-CULTURAL COMMUNICATION. TOPICAL ISSUES IN EDUCATION |
| DOI: | 10.47388/2072-3490/lunn2026-74-2-192-204 |
| Downloads | 4 |
| Key words | value orientations; pedagogical education; professional development; students; personal development; teaching profession; value system |