- Петренко, Лариса Михайлівна (orcid.org/0000-0002-7604-7273) (2025) Self-assessment of teachers’ readiness to improve the teaching of psychological and pedagogical disciplines: the relevance of research for Ukraine Ін-т педагогічної освіти і освіти дорослих імені Івана Зязюна НАПН України, м. Київ, Україна. (In Press)
![[thumbnail of Препринт_24.06.2025.pdf]](https://lib.iitta.gov.ua/style/images/fileicons/text.png) |
Text
Препринт_24.06.2025.pdf Download (448kB) |
Abstract
The article highlights the issue of improving the teaching of psychological and pedagogical disciplines in higher education institutions in Ukraine in the context of integration into the European educational space, digitalization, and social transformations. The aim of the article is to define the morphology of teachers’ readiness to enhance the teaching of psychological and pedagogical disciplines in higher education institutions and to analyze the results of self-assessment of the development level of this readiness. This allows for identifying the real professional development needs of teaching staff within departments. To achieve this aim, the author used the following research methods: meta-analysis of dissertations and scientific publications to determine the essence of the concept of “teachers’ readiness to improve the teaching of psychological and pedagogical disciplines”, its structure and component content; self-assessment of the formation levels of the components of the phenomenon; online surveying using Google Forms to collect data and analyze the results; data processing and graphical presentation using Microsoft Excel and the digital tool Datawrapper. The increased focus on this topic is justified by the author through the need to provide psychological support and resilience for participants in the educational process, ensure the effective adaptation of the education system to extreme conditions, and prepare society for recovery and development during the post-war period. Enhancing the quality of teaching psychological and pedagogical disciplines is viewed as a condition for maximizing the effectiveness of educational services across all segments of the population throughout life, which contributes to the sustainable development of local communities and increases the social significance of professional education. Based on a meta-analysis of domestic and international research, the concept of “teachers’ readiness to improve the teaching of psychological and pedagogical disciplines” is defined as a multidimensional phenomenon encompassing professional motivation, self-analysis ability, openness to innovation, and proficiency in modern methods, technologies, tools, and self-education skills. The structure of this readiness is outlined, including motivational, cognitive, practical, reflective, emotional-value, organizational, communicative, and digital components, along with their descriptions. The survey results demonstrate that a significant proportion of teachers possess the necessary knowledge and practical skills to improve teaching. However, nearly half of the respondents showed only a moderate level of readiness, indicating the need for further development of both the theoretical and practical aspects of teachers’ professional competence.
Downloads
Downloads per month over past year
Actions (login required)
 |
View Item |