Pedagogical practice as a factor of selection of future teachers

UDC 171:316.35-052

DOI 10.20339/AM.10-23.053

Anna Yu. Kazakova, Dr. Sci. of Sociology, Leading Researcher of the Department of Sociology and Social Psychology at Institute of Scientific Information on Social Sciences of Russian Academy of Sciences; Professor of the Department of Philosophy, Cultural Studies and Sociology, Institute of Arts and Sociocultural Design at Institute of Arts and Sociocultural Design, K.E. Tsiolkovsky Kaluga State University, SPIN-код: 4583-9284, AuthorID: 334403, ORCID: 0000-0002-8685-9515, Scopus Author ID: 57194761538, e-mail: kazakova.a.u@yandex.ru 

Studies of teachers’ professional development indicate that in different regions of the country, the proportion of those who do not want to work at school and have little motivation for teaching is about a third. It is not known what stages of development negative professional identity goes through and under the influence of what factors it develops. The influence of the first active experience of performing a professional role in the course of pedagogical practice was tested on the principle of ‘before-after’ on a panel from a real group of students with dual pedagogical specialization. Practice created quasi-experimental conditions. Before and after, students filled out a questionnaire determining the relationship of the desire to get a job at school with a number of socialization features, with the student’s idea of his compliance with the role of a teacher, with an assessment of the attractiveness of individual teaching functions, the material and social status of teachers in the aspect of the student’s personal claims. The measure of the impact of practice was defined as the delta of changes in numerical variables and as the presence of changes in nominal variables. About a third of the students had previously formed an internal positive motivation for the teaching profession. The share of school-oriented students is slightly less than a third (28%). It is unchanged before and after practice. Quantitative shifts are very small, which indicates either the stability of orientations, or the adaptation shock already experienced during the introductory practice and requires monitoring from the first year.

Keywords: professional formation of a teacher, selection, influence of practice, sociological panel, quasi-experiment.

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