Value-semantic approach in higher pedagogical education: problem statement

Introduction. The research problem: internal reference points related to the value-semantic bases of both pedagogical activity and university training are insufficiently updated (actualized). The aim of the study is to justify the need to implement a value-semantic approach in the professional training of future teachers and to determine the value-semantic orientations of pedagogical university students.

Materials and Methods. The methods of qualitative research were used: theoretical (analysis of monographs and scientific articles in issues related to pedagogical activity, pedagogical training and professional training of a teacher), empirical: analysis of TSPU students’ essays "My pedagogical history" in order to identify students’ value-semantic aspects of both the teacher's activity and their personal meanings and attitude to the profession.

Results. Anthropological and humanitarian contexts of education development draw increasing attention to the value-semantic training of teachers and search for their own meaning of pedagogical activity. The idea of practicing different models of joint activities at the university can form the basis of meaningful pedagogical activity. Three semantic accents have been found in students' essays expressing their attitude to the teaching profession and influencing self-determination: neutral attitude (excess of personal meanings), unconscious or unshaped attitude (unshaped meanings), conscious positive attitude (meaning generation, personal position formation).

Discussion and Conclusions. In the context of pedagogy of joint activity, different ways of goals formation and ways of organizing teacher training at a pedagogical university are highlighted. It is this context that enriches the value-semantic sphere of the future teacher and allows moving from the perception of the pupil as an object of pedagogical influence to seeing him as a co-executor, then as a significant and influential participant of activity. Professional teacher training in higher education should be organized to make the future teacher appreciate not only the pupil and interaction with him, but also his own personality and professional development.

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