Browsing by Author "Sadykova, A."

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    RESEARCH ON THE TYPES OF FUTURE TEACHERS’ SELF-REALIZATION UNDER CONDITIONS OF A DIGITAL EDUCATIONAL ENVIRONMENT
    (2024) Popovych, I. S.; Yaremchuk, N.; Yakovleva, S.; Kariyev, A.; Sadykova, A.; Kulbida, S.; Попович, І. С.
    Aim. Empirical research and theoretical suEstantiation of the types of self realisation of future teachers who did an educational-professional training course under conditions of a digital educational environment. Investigating the types of self-realisation and estaElishing statistically signi¿cant correlations with the research parameters of edu- cational-professional training for future teachers will allow ¿nding important scienti¿c facts that will possess novelty and Ee of scienti¿c interest for organisers of educational and scienti¿c activities in a digital educational environment. Methods. 7he representative sample involved students of the ¿nal years of peda- gogical educational programmes of Bachelor’s and Master’s studies. Methodological foundations of the research are the main statements of the concepts of self-realisation, self-actualisation and self-regulation in educational activity. Results. Spearman (rs correlation coef¿cient allowed us to ¿nd that ³value orienta- tions´, ³time competence´, ³cognitive needs´ and ³creativity of activity´ are the most important and dependent parameters. k-means clustering allowed identifying four types of self-realisation ³9alue-oriented self-realisation´ ³7emporal self-realisation´ ³Passive self-realisation´ and ³Pragmatic self-realisation´. It e[plained that high e[- ternal negative motivation in the type of passive self-realisation is not directly related to the process and results of educational-professional activity, Eut only reÀects future teachers’ attitude towards it. It was highlighted that future teachers with a value-ori- ented type of self-realisation are ready to devote themselves to pedagogical activity and consider it to Ee the meaning of their life. Conclusion. It was recommended that the estaElished empirical facts possessing cognitive value, scienti¿c and theoretical novelty should Ee implemented in creation and improvement of a digital educational environment.