Практики поддержки трех базовых потребностей учеников в условиях классно-урочной системы

Педагогика и психология образования. 2026. № 2. С. 26–42.

Gavrilenko P. A., Янис С. О.

Understanding the pedagogical practices of teachers in the classroom
system is an important area of modern pedagogy. The article presents
the results of an empirical study aimed at identifying ways for teachers to frame
time and group work in the context of supporting three basic psychological needs of schoolchildren, namely, autonomy, competence, and relatedness.
The theoretical basis of the research is based on the junction of two scientific
approaches: the theory of self-determination with its sub-theory of three basic
needs and the sociological theory of frames, which provides an understanding
of the classroom system as a metaphrame that sets the framework for
pedagogical activity. The study is based on an analysis of video recordings
of lessons of different subject areas presented at the “Teacher of the Year
2024” Competition. Deductive and inductive coding were used in the analysis
process. The results of the study show that the classroom-based system creates
rigid time and group frameworks, which potentially frustrates basic needs and
reduces learning motivation. Some teachers non-reflexively transfer a rigid
metaframe into their teaching practices, which exacerbates the risks of not
supporting the three basic needs. At the same time, flexible forms of framing
were also identified, which allow the teacher to maintain the needs for
autonomy, competence and relatedness through compensatory pedagogical
strategies. Thus, frustration of needs is determined not by the system as such,
but rather by the individual and professional characteristics of the teacher,
their ability to reflect and adapt their practices.

Keywords: связность, autonomy, автономия, теория самодетерминации, competence, академическая компетентность, relatedness, Theory of self-determination, classroom system, поддержка трех потребностей, классно-урочная система