Ценностно-смысловые ориентации преподавателей гуманитарных дисциплин в организациях СПО

Отечественная и зарубежная педагогика. 2023. Т. 4. № 94. С. 141–157.

Romanova O.

This article is devoted to identifying teacher beliefs and values in the narratives of teachers of non-vocational disciplines in the VET schools that make up their professional culture. The study also addresses how these constructs related to early professionalization through the assimilation of the reference values of a small relevant group — teachers and lecturers who trained and educated participants of the research. This work contributes to the academic discussion by studying the beliefs, attitudes, and values of teachers of non-professional disciplines of VET, previously insufficiently studied. The novelty of the paper is also in the qualitative methodology. This makes it possible to better understand the interpretative frameworks that underlie the teachers’ sensemaking and their professional decision-making. The concept of D.A. Leontiev is used as a theoretical basis in the study. The empirical basis of the paper is 21 in-depth semi-structured interviews with teachers of foreign language and philosophy in the VET schools. According to the analysis, the teachers’ beliefs and values vary widely from a pronouncedly traditional authoritarian pedagogy to progressive constructivist beliefs. At the same time, there are integrating trends: traditionalist teachers are trying to introduce interactive teaching methods, following modern ideas about effective pedagogy; progressive educators combine their student-centric beliefs with traditional attitudes toward subject knowledge, normative assessment, and adapting learning style to the needs of the group rather than individuals. It was found that the teachers’ beliefs and values are associated with the experience of early professionalization due to the role model "the best teacher" in only half of the cases. Apparently, the nature of professionally relevant beliefs and values is directly related both to general life sensemaking orientations and to the direct specific experience of activity in the conditions of vocational education and training.

Keywords: преподаватели, профессионализация, профессиональная культура, смыслообразование, professional culture, professionalization, teacher beliefs, sensemaking, vocational education and training (VET), среднее профессиональное образование (СПО), ценностно-смысловые ориентации, teacher values, VET teachers