Original article
DOI: 10.15293/1812-9463.2403.02
Natalya P. Shityakova
South Ural State Humanitarian Pedagogical University, Chelyabinsk, Russia
Irina V. Verkhovykh
South Ural State Humanitarian Pedagogical University, Chelyabinsk, Russia
Inga V. Zabrodina
South Ural State Humanitarian Pedagogical University, Chelyabinsk, Russia
Yulia V. Goltseva
South Ural State Humanitarian Pedagogical University, Chelyabinsk, Russia
Annotation. Introduction. The article is devoted to the problem of using a value-semantic approach in the process of preparing future teachers for the implementation of the main directions of the Federal Work program of education. The purpose of the study is to analyze the degree of understanding by future primary school teachers of the essence of education as a process of value-semantic interaction with children, to identify their knowledge about the methods and forms of such interaction and to determine the necessary adjustments to the content of pedagogical education. Methodology. To achieve the purpose of the study, the following methods were chosen: ranking, questioning, the method of unfinished sentences, which allowed us to assess the readiness of students of the Faculty of primary school teacher training to implement the main directions of the Federal Work program of education. Results. The personal value orientations of future teachers are family and family traditions, care and help, life and the meaning of life; the value orientations for students are care and help, patriotism, family values. Future teachers see the essence of the education process in creating conditions for personal development, and not in organizing value-semantic interaction with students. Most future teachers are aware of the goals and objectives of the Federal Educational Work Program, but do not know how to organize the educational process at school. Conclusions. The article concludes that it is necessary to prepare future teachers for the implementation of the main directions of the Federal Work program of education based on a value-semantic approach and provides recommendations for its implementation in the educational practice of the university.
Keywords: education; value-semantic approach; value-semantic interaction; meaning formation; student training; Federal work program of education; spiritual and moral values.
For Citation: Shityakova N. P., Verkhovykh I. V., Zabrodina I. V., Goltseva Yu. V. Value-Semantic Approach in Training Future Teachers to Implement the Main Directions of the Federal Work Program of Education. Journal of Pedagogical Innovations, 2024,
no. 3 (75), pp. 16–26. (In Russ.) DOI: https://doi.org/10.15293/1812-9463.2403.02
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Information about the Authors
Natalya P. Shityakova – Doctor of Pedagogical Sciences, Associate Professor, Professor of the Department of Pedagogy, Psychology and Subject Methods, South Ural State Humanitarian Pedagogical University, Chelyabinsk, Russia, https://orcid.org/0000-0002-1015-5896, shityakovanp@cspu.ru
Irina V. Verkhovykh – Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy, Psychology and Subject Methods, South Ural State Humanitarian Pedagogical University, Chelyabinsk, Russia, https://orcid.org/0000-0003-4799-9985, verhovihiv@cspu.ru
Inga V. Zabrodina – Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy, Psychology and Subject Methods, South Ural State Humanitarian Pedagogical University, Chelyabinsk, Russia, https://orcid.org/0000-003-0885-9461, zabrodinaiv@cspu.ru
Yulia V. Goltseva – Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy, Psychology and Subject Methods, South Ural State Humanitarian Pedagogical University, Chelyabinsk, Russia, https://orcid.org/0000-0002-2165-5896, golcevauv@cspu.ru
Authorsʼ contribution: Authors have all made an equivalent contribution to preparing the article for publication.
The authors declare no conflict of interest.
