Individualization of independent work in the professional training of future teachers: An experimental study

The individualisation of independent work in the professional
training of future teachers contributes to the stable achievement of results
in professional and pedagogical training, as it takes into account the needs,
motivation, and capabilities of the student. One of the leading technologies
of innovative education is tutoring, which ensures an open educational
environment in a higher education institution. The article outlines the results
of an experimental study of the state of individualisation of independent
work in the professional training of future university teachers on the basis of
comprehensive, competence-based, systemic and activity-based approaches.
The experiment was conducted in the form of a questionnaire among 54
respondents – master students majoring in “011 – Educational, Pedagogical
Sciences” of the Mykhailo Drahomanov Ukrainian State University in order
to find out their attitude to the current individualisation of independent
work and the introduction of tutoring technology. The respondents were
offered a Google Forms questionnaire “The current state of individualisation
of students' independent work in higher education institutions”, which
consisted of 10 questions with possible answers. The results of the experiment
showed that modern higher education institutions do not provide adequate
conditions for the development of important skills and qualities in students,
such as independence, the ability for self-education, self-development, and
self-knowledge. It is established that the majority of master's students express
their dissatisfaction with the organisation of individualised independent
work in higher education institutions, which is due to insufficient attention to
their interests, needs, and motives. It is proposed to introduce an integrated
form of professional and pedagogical training of future teachers – tutoring
technology as an important mechanism for innovating education, which
can ensure the openness of the educational and scientific environment. The
essence of the educational process under the guidance of a tutor, when a
student acts as a tutor on the basis of subject-subject partnership interaction,
is revealed. The results of the confirmatory experiment make it possible to
further study the conceptual foundations of tutoring as a leading technology
for individualising the educational and scientific process. The developed
experimental study on the current state of individualisation of independent
work in higher education institutions can be implemented at all levels of
training of future pedagogical specialists