Conditions to Form Evaluative Orientations of Pedagogical University Bachelors
The article considers the conditions to form evaluative orientations of pedagogical university bachelors as the basis of their professional competence. The results of the experimental work confirm the effectiveness of the conditions designed and realized in the process of teaching the special course «Pedagogical axiology» and organizing the project activity of the students during their teaching practice. Data obtained by the method of A. M. Bulynin's «Square of Values», prove the formation of a student's value attitude, characterized by the recognition and acceptance of the values of professional and educational activities on the cognitive and emotional levels. Fourteen from the sixteen spiritual values, presented in the methodology, were marked by students at the end of the classes. If before the discussion and role-playing games appeared students called values of a utilitarian and pragmatic nature (vacation at convenient time, career careers, cash bonuses, etc.) as the main stimulating values, after discussions and role plays, they focused on moral values(recognition of colleagues, a state of emotional uplift, respect for students, etc.). As it can be seen from the data obtained, the students' value priorities have changed, and that indicates a change in the nature of their attitude to the professional activity. At the beginning of the experimental work, the average level of the formation of professional competence prevailed among the students of the experimental and control groups, which was confirmed by a quantitative analysis of this technique, processed with the help of the calculated value of the student's coefficient. After the experimental work, a comparison of the results of the detecting and control sections in the experimental group showed that the differences in all types of readiness for the professional activity, except for personal ones in the expert assessment of teachers, are reliable with a probability of 0.999. The student's calculated coefficient exceeds the tabulated (3.5) for all measured parameters. According to personal readiness in the expert assessment of teachers, the differences are reliable with a probability of 0.99. The data show that at the end of the experimental work of the students of the experimental group, the professional competence significantly increased with all forms of evaluation (self-assessment, peer review of teachers and teachers).