UDC 37.07:305
https://doi.org/10.20339/AM.10-22.079
Nikita E. Solynin, Ph.D., Associate Professor of the Department of Educational Psychology at Yaroslavl State Pedagogical University named after K.D. Ushinsky, e-mail: sonik7-39@yandex.ru
The article notes that there is a problem of gender imbalance in the professional sphere everywhere, including in teacher training. At the same time, it is indicated that there are different indicators of the effectiveness of female teachers and male teachers. In addition, there are different ideas about the expectations of the profession for men and women. Based on this, the purpose of the article is to determine the value-semantic foundations of the pedagogical activity of a modern teacher (men and women). For this purpose, a questionnaire was used to identify the most important value orientations associated with the target objects - the child, the educational environment and the teaching profession. It is established that there are differences in the value-semantic bases of activity: female teachers are more focused on interaction with colleagues, parents and other specialists; they strive to apply various methods in the learning process, while male teachers are more interested in organizing the learning process and managing it.
Key words: values, real values, declared values, axiological approach, gender, female teacher, male teacher.
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