Prosocial competency-based model of a future teacher

Abstract

Introduction. Modern general and specific pedagogical trends, mega-trends and challenges in the future education system make it necessary to change the professional training programmes of future teachers, to clarify the competency-based model of a pedagogical university graduate. To achieve pedagogical aims of not only subject, but also of metasubject, educational, social, team-building, helpand project-based character, it is important to form prosocial competencies of future teachers that allow building “person to person help itinerary”.The aim of the article is to provide theoretical justification and empirical verification of the significant prosocial competencies and individual mindsets of future teachers in the structure of the competency-based model of a pedagogical university graduate according to the future education challenges and priorities.Methodology, methods and techniques. The present research is done in accordance with the methodological principles of integrative, competency-based, culturological and prosocial approaches. An online survey for 582 students of the Institute of Pedagogy of the Belgorod State National Research University was used as a research method. The survey is based on the content-analysis and the content-generalisation of some employment diagnostics for future teachers, as well as the Russian education current regulatory framework.Results. As a result, 36 leading elements in the competency-based model of a future teacher were identified; and the most popular prosocial competencies quartiles (Q1 – “most important”, Q2 – “highly important”, Q3 – “solicited”, Q4 – “most desirable”) were highlighted. Such pedagogical competencies as “subject proficiency” and “humanism, respect for the individual, humanity” are among the leading ones. In the light of priorities within the competency-based model of a future teacher, the flexibility of the specific university training programmes is also revealed. Moreover, the students’ responses allow determining “the ability to develop the other people’s talents and skills” and “the ability to help the other people” as the competencies of the prosocial vector of the competency-based model of a future teacher.The scientific novelty lies in the development of the prosocial competency-based model of a future teacher and in the allocation of 3 clusters of regulatory (stability and adaptability), affective (empathy and communication skills) and stimulating (time management and planning skills) competencies in its structure.The practical significance lies in the use of the materials as starting points for improving the competency-based model of a pedagogical university graduate.

Meta-Analysis on The Direction of Basic Human Resource Promotion in Vocational Training Against the Background of Industrial Demand

“…Since 2019, the Ministry of education has approved 33 schools to carry out the vocational education undergraduate pilot program, implement the long-term schooling system to cultivate highly skilled talents, focus on cultivating large-scale craftsmen comparable to scientific masters, break the "ceiling" that vocational education stops at the junior college level, overcome the embarrassment after the upgrading of high-quality vocational education junior college to ordinary undergraduate, unblock the growth channel of highly skilled talents, and lead the integration and high-quality development of vocational education (Eroshenkova et al, 2022). [what are the advantages of undergraduate vocational education?…”

“…In view of the type orientation of vocational education undergraduate, the state should establish and improve the quality assurance system and evaluation mechanism in combination with the needs of regional economic and social development, and issue the degree award standards that meet the special requirements of vocational education; Vocational education undergraduate schools should combine their own school running characteristics and school-based culture, formulate personalized talent training objectives and evaluation and incentive mechanisms, form a paradigm to serve local needs, highlight the characteristics of type education, and transform connotation construction into a strong centripetal force (Eroshenkova et al, 2022).…”