AXIOLOGICAL APPROACH IN THE DEVELOPMENT OF PEDAGOGICAL THINKING OF FUTURE SOCIAL TEACHERS

Abstract

Changes in the system of professional teacher education in Kazakhstan imply the emergence of new values in the educational landscape of the country. The main goal of the changes is to educate in the education system a tolerant, culturally developed and prone to self-development teacher personality. The future teacher must rely on a value system in order to effectively contribute to the overall development of the country and be able to influence the education, upbringing and socialization of his students. The system of higher professional education creates conditions for value orientations to shape a person’s creative orientation, influence professional development and the teacher’s attitude towards each pupil, student as a unique individual.

The purpose of the study is to study the problem of how values can be integrated into the process of developing the pedagogical thinking of social educators.

This article presents the results of a study of the problem of the relationship between the axiological approach and the process of development of pedagogical thinking of future teachers. The authors come to the conclusion that the professional thinking of a future teacher is significantly influenced by his value orientations, which serve as the most important motivational force and determine his professional behavior. Value orientations form the teacher’s idea of the importance of his work, the expectations that he places on himself, his students and the pedagogical process as a whole. The genesis of value orientations can be traced in the moral values prevailing in society, acquired by individuals throughout the course of their education, at various stages of personal and professional development. The system of value orientations constitutes the content side of a person’s pedagogical thinking, reflecting the internal basis of his relationship with reality. As part of the study, a survey was conducted, the purpose of which was to identify the value orientations of students and future teachers.

In line with the axiological approach, the concept of “value orientations” is fundamental, since they play a decisive role in the preparation of future social educators, future teachers and in the formation of interpersonal relationships between all participants in the pedagogical process.