ARPHA Proceedings 5: 97-107, doi: 10.3897/ap.5.e0097

Goal-setting as a condition for professional self-development of Master’s students in Teacher Training Programme

Elena V. Asafova, Oksana V. Vashetina

Corresponding author: Elena Asafova ( elena.asafova@kpfu.ru )

This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Citation: Asafova EV, Vashetina OV (2022) Goal-setting as a condition for professional self-development of Master’s students in Teacher Training Programme. ARPHA Proceedings 5: 97-107. https://doi.org/10.3897/ap.5.e0097

Abstract

Students’ orientation towards mastering a teaching profession determines their goal-setting, as well as the course of professional and pedagogical self-development. Disclosure of the relationship between these processes functioning is aimed at creating conditions in learning environment that contribute to the subsequent self-realization of a pre-service teacher. The purpose of the study is to clarify the interdependence between the goal-setting of pedagogical magistracy students, their need and readiness for professional self-development. The study was conducted at the Kazan Federal University (Russia) among 153 first-year undergraduates. It was found that at the beginning of training, about 40% of students have goals that correspond to teaching, and for the majority of students (57-63%), regardless of whether they received pedagogical education before, goals are diffuse (ambiguous). Presence of pedagogical experience predetermines goal-setting of students to obtain a pedagogical profession. Regardless of the specifics of goal-setting, self-development needs of pedagogical magistracy students are actively implemented. It was found that among students whose goals correspond to teaching, the partial readiness for professional and pedagogical self-development is higher, even among those without previous pedagogical education. This applies to motivational, gnostic and communicative components of professional self-development. The undergraduates showed a reliably (P≥0.95) higher readiness for self-development of the ability to analyze pedagogical activity, accumulation of experience in self-educational activity, cooperation in professional self-determination. It is concluded that goal-setting, aimed at teaching, can be considered a condition of high readiness for professional and pedagogical self-development. It is assumed that goal-setting management will contribute to activation of professional self-development.

Keywords

Pedagogical magistracy, students, goal-setting, self-development, partial readiness for professional self-development.