Сравнительный анализ психологического содержания и развития рефлексивных способностей студентов педагогического колледжа и педагогического вуза
Psychological characteristics and development of initial teacher education students’ reflective abilities at non-degree granting and degree granting institutions: A comparative analysis

Summary/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.

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