Science for Education Today, 2020, vol. 10, no. 4, pp. 91–108
© Mazilov V. A., Slepko I. N., 2020
UDC: 
159.922+378

Psychological characteristics and development of initial teacher education students’ reflective abilities at non-degree granting and degree granting institutions: A comparative analysis

Mazilov V. A. 1 (Yaroslavl, Russian Federation), Slepko I. N. 1 (Yaroslavl, Russian Federation)
1 FSBEO "Yaroslavl State Pedagogiсal University after K.D. Ushinsky"
Full text (Open Access) — Downloaded 930
Abstract: 

Introduction. The article considers the problem of the development of students' abilities in the system of continuing teacher education. The aim of the article is to compare psychological characteristics and development of initial teacher education students’ reflective abilities at non-degree granting and degree granting institutions.
Materials and Methods. The study was carried out using empirical methods of psychological research (testing, self-observation). Empirical research results were processed using methods of quantitative and qualitative data analysis. The total sample consisted of 155 people, including 69 teacher training college students (non-degree programme in Primary school education) and 86 university students pursuing an undergraduate degree in Primary Education.
Results. The findings of the study suggest that reflective abilities of initial teacher education students at non-degree granting and degree granting institutions contain quantitative and qualitative differences. Partial nature of developing certain aspects of professional reflection and extended periods of school placement determine the specifics of professional identity of initial teacher education students at non-degree granting and degree granting institutions. The empirical research found that understanding and reflecting on the motives and goals of teaching profession play a special role in the growth and decrease in students' professional self-esteem.
Conclusions. Significant factors of effective initial teacher education (increase in graduate employment, attractiveness of the teaching profession, etc.) include enhancing students' professional self-esteem, promoting professional self-reflection, development of the ability to identify the motives and goals of teaching.

Keywords: 

Reflective abilities; Continuing teacher education; Student teaching; Self-assessment of abilities.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:43933906

Prominence Percentile SciVal: 99.370 Pedagogical Support | Educational Process | Professional Competence

http://apps.webofknowledge.com/full_record.do?product=RSCI&search_mode=G...

https://www.scopus.com/record/display.uri?eid=2-s2.0-85092269365&origin=...

Psychological characteristics and development of initial teacher education students' reflective abilities at non-degree granting and degree granting institutions: A comparative analysis

For citation:
Mazilov V. A., Slepko I. N. Psychological characteristics and development of initial teacher education students’ reflective abilities at non-degree granting and degree granting institutions: A comparative analysis. Science for Education Today, 2020, vol. 10, no. 4, pp. 91–108. DOI: http://dx.doi.org/10.15293/2658-6762.2004.06
References: 

1. Matyushkina E. Y., Kantemirova A. A. Professional burnout and reflection of professionals helping professions. Advisory Psychology and Psychotherapy, 2019, vol. 27 (2), pp. 50–68. (In Russian) DOI: https://doi.org/10.17759/cpp.2019270204  URL: https://www.elibrary.ru/item.asp?id=38230682

2. Meier L., Cho E., Dumani S. The effect of positive work reflection during leisure time on affective well‐being: Results from three diary studies. Journal of Organizational Behavior, 2016, vol. 37 (2), pp. 255–278. DOI: https://doi.org/10.1002/job.2039

3. Simonovic B., Stupple E., Gale, M., Sheffield D. Stress and risky decision making: Cognitive reflection, emotional learning or both. Journal of Behavioral Decision Making, 2017, vol. 30 (2), pp. 658–665. DOI: https://doi.org/10.1002/bdm.1980

4. Sizikova T. E. The influence of polymodality of reflection on personality self-organization. Science for Education Today, 2019, vol. 9 (1), pp. 57–75. (In Russian) DOI: https://doi.org/10.15293/2658-6762.1901.04  URL: https://www.elibrary.ru/item.asp?id=38165984

5. Starovoitenko E. B., Koltsova V. A., Maksimova E. V. Unresolved contradictions of personality in life movement towards maturity. Psychological Journal, 2019, vol. 40 (4), pp. 15–31. (In Russian) DOI: https://doi.org/10.31857/S020595920005365-7 URL: https://www.elibrary.ru/item.asp?id=39239472

6. Usova N. V. Determinants of socio-political activity of contemporary youth. Russian Psychological Journal, 2019, vol. 16 (2), pp. 164–188. (In Russian) DOI: https://doi.org/10.21702/rpj.2019.2.9 URL: https://www.elibrary.ru/item.asp?id=41102107

7. Juanchich M., Sirota M., Bonnefon J‐F. Anxiety‐induced miscalculations, more than differential inhibition of intuition, explain the gender gap in cognitive reflection. Journal of Behavioral Decision Making, 2020. DOI: https://doi.org/10.1002/bdm.2165

8. Arunanthy S., Walsh B., Ha M., Garside L. ‘Through the looking glass’: Preserving humanity through reflection. Journal of Paediatrics and Child Health, 2020, vol. 56 (S2), pp. 14–14. DOI: https://doi.org/10.1111/jpc.14901_2

9. Pronicheva M. M. Characteristics of social perception among teachers with burnout syndrome. Psychology and Law, 2019, vol. 9 (3), pp. 232–244. (In Russian) DOI: https://doi.org/10.17759/psylaw.2019090317 URL: https://www.elibrary.ru/item.asp?id=41117823

10. Rominger C., Reitinger J., Seyfried C., Schneckenleitner E., Fink A. The reflecting brain: reflection competence in an educational setting is associated with increased electroencephalogram activity in the alpha band. Mind, Brain, and Education, 2017, vol. 11 (2), pp. 54–63. DOI: https://doi.org/10.1111/mbe.12140

11. Cain T., Brindley S., Brown C., Jones G., Riga F. Bounded decision‐making, teachers’ reflection and organisational learning: How research can inform teachers and teaching. British Educational Research Journal, 2019, vol. 45 (5), pp. 1072–1087. DOI: https://doi.org/10.1002/berj.3551

12. Carter H., Crowley K., Townsend D., Barone D. Secondary teachers' reflections from a year of professional learning related to academic language. Journal of Adolescent & Adult Literacy, 2016, vol. 60 (3), pp. 325–334. DOI: https://doi.org/10.1002/jaal.554

13. Prokhorov A. O., Chernov A. V. Cognitive states dynamics of students with different levels of reflection. Siberian Psychological Journal, 2019, no. 74, pp. 110–125. (In Russian) DOI: https://doi.org/10.17223/17267080/74/7 URL: https://www.elibrary.ru/item.asp?id=41656268

14. Prohorov A. O. Structure-functional model of mental regulation of subject's psychic states. Psychological Journal, 2020, vol. 41 (1), pp. 5–17. (In Russian) DOI: https://doi.org/10.31857/S020595920007852-3  URL: https://www.elibrary.ru/item.asp?id=42541446

15. Shadrikov V. D., Kurginyan S. S. Partialness of activity reflection. Akmeology, 2015, no. 2, pp. 68–83. (In Russian) URL: https://elibrary.ru/item.asp?id=23485441

16. Grigorieva M. V., Shamionov R. M., Golubeva N. M. Role of self-reflection in the process of student adaptation to university. Psychological Science and Education, 2017, vol. 22 (5), pp. 23–30. (In Russian) DOI: https://doi.org/10.17759/pse.2017220503 URL: https://www.elibrary.ru/item.asp?id=30455081

17. Tikhomirova T. S., Kochetkov N. V. Learning motivation and personal reflection in students: features and relationship. Psychological Science and Education, 2017, vol. 22 (3), pp. 53–62. (In Russian) DOI: https://doi.org/10.17759/pse.2017220306 URL: https://www.elibrary.ru/item.asp?id=29898532

18. Tikhomirova T. S., Kochetkov N. V. Relationship between learning motivation and reflection in undergraduate students. Psychological Science and Education, 2018, vol. 23 (6), pp. 97–106. (In Russian) DOI: https://doi.org/10.17759/pse.2018230609 URL: https://www.elibrary.ru/item.asp?id=36647647

19. Salamatina Yu. V. The strategy of forming pre-service school teachers’ empathic culture: peculiarities of manifestation and development. Science for Education Today, 2019, vol. 9 (4), pp. 197–213. (In Russian) DOI: https://doi.org/10.15293/2658-6762.1904.12  URL: https://www.elibrary.ru/item.asp?id=39256962

20. Breugst N., Preller R., Patzelt H., Shepherd D. Information reliability and team reflection as contingencies of the relationship between information elaboration and team decision quality. Journal of Organizational Behavior, 2018, vol. 39 (10), pp. 1314–1329. DOI: https://doi.org/10.1002/job.2298

21. Pushkarev Yu. V., Pushkareva E. A. Reflexive principles of personal development in the changing information content. Science for Education Today, 2019, vol. 9 (2), pp. 52–66. (In Russian) DOI: https://doi.org/10.15293/2658-6762.1902.04  URL: https://www.elibrary.ru/item.asp?id=37328639

22. Shen Yu. Ch., Nie H. Ya., Lui Yu. Electronic portfolio architecture based on knowledge support in senior project design. Education and Self Development, 2018, vol. 13 (4), pp. 41–52. DOI: https://doi.org/10.26907/esd13.4.05 URL: https://www.elibrary.ru/item.asp?id=29011186

23. Podojnicina M. A. Psychological and educational support for the actualization and the development of reflective abilities among young people studying at the university level. Siberian Psychological Journal, 2017, no. 63, pp. 75–88. (In Russian) DOI: https://doi.org/10.17223/17267080/63/6 URL: https://www.elibrary.ru/item.asp?id=29011186

24. Efimova S. A. Problems of competency-based assessment of applied qualifications. Education and Science, 2017, vol. 19 (5), pp. 120–137. (In Russian) DOI: https://doi.org/10.17853/1994-5639-2017-5-120-137  URL: https://www.elibrary.ru/item.asp?id=29233498

25. Kalimullin A. M., Shaydullina A. R. Diversification of models for the integration of education, science and production in a continuous system of vocational education. Education and Self-Development, 2015, no. 1, pp. 105–113. (In Russian) URL: https://elibrary.ru/item.asp?id=23147758

26. Tomiltsev A. V., Maltsev A. V. The problems of professional training assessment: methodological approaches. Education and Science, 2018, vol. 20 (4), pp. 9–33. (In Russian) DOI: https://doi.org/10.17853/1994-5639-2018-4-9-33 URL: https://www.elibrary.ru/item.asp?id=34883088

27. Gubina L.V., Alekseeva T.V., Strakhov O. A. Analysis of some factors influencing the performance of college students: an example of computer science education. Education and Science, 2020. vol. 22 (2), pp. 170–195. (In Russian) DOI: https://doi.org/10.17853/1994-5639-2020-2-171-196 URL: https://www.elibrary.ru/item.asp?id=42467292

28. Klimenkova E. N. Empaty ability and the quality of interpersonal relations in youth. Advisory Psychology and Psychotherapy, 2017, vol. 25 (4), pp. 59–70. (In Russian) DOI: https://doi.org/10.17759/cpp.2017250405  URL: https://www.elibrary.ru/item.asp?id=30753921

29. Zavodchikov D. P., Manyakova P. O. Relationship of self-regulation and personal professional perspective of students. Education and Science, 2018, vol. 20 (1), pp. 116–135. (In Russian) DOI: https://doi.org/10.17853/1994-5639-2018-1-116-135 URL: https://www.elibrary.ru/item.asp?id=32361918

30. Hansen S. L. Using reflection to promote career‐based learning in student employment. New Directions for Student Leadership, 2019, vol. 162, pp. 61–73. DOI: https://doi.org/10.1002/yd.20334

31. Mamontova T. S., Kashlach I. F., Chepurnenko E. V. Teaching practice role in professional formation of future teacher. Scientific Dialogue, 2016, no. 4, pp. 370–383. (In Russian) URL: https://www.elibrary.ru/item.asp?id=25956498

Date of the publication 31.08.2020