Authors
- Guryanycheva Natalia Yuryevna
- Popova Ksenia Igorevna
Annotation
The article examines the main issues of designing a professional growth trajectory as a means of self-knowledge for future primary school teachers. The relevance of the topic in the context of preparing students for the practice of designing a professional growth trajectory is substantiated. Particular attention is paid to identifying students’ ideas about constructing a professional growth trajectory. One of the options for the form of a profes sional growth trajectory is considered.
Purpose. The purpose of the article is to identify the main aspects of designing a professional growth trajectory for future primary school teachers.
Methodology and methods. The research methodology includes the use of a perso nalactivity and systemic approach. Research methods: analysis of scientific and pedagogical literature, generalization, questionnaire.
Main results of the study. The authors analyzed the main issues of designing a professional growth trajectory as a means of self-knowledge of future primary school teachers, identified key aspects that require attention from pedagogical communities and educational institutions.
Scientific novelty. Possible ways of designing a professional growth trajectory to improve the training of future teachers were studied.
Practical significance. The presented approach to designing a professional growth trajectory served as a basis for developing students’ reflexive skills in assessing themselves as subjects of professional activity.
How to link insert
Guryanycheva, N. Y. & Popova, K. I. (2025). Professional growth trajectory as a means of self-knowledge of future primary school teachers Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", № 1 (13), 33. https://doi.org/10.24412/2782-6597-2025-113-33-42
References
1.
1. Guryanycheva, N. Yu. (2021). Personal and professional self-discovery of students as a condition for becoming a subject of professional activity. In N. A. Vorobyeva, & S. V. Oboeva (Compils.), K. D. Ushinsky and national education: Historical lessons, ideas, and modernity: Proceedings of the XXV Interregional pedagogical readings dedicated to the great Russian educator K. D. Ushinsky (pp. 115–118). Moscow City University. (In Russ.).
2.
2. Neumoyeva-Kolchedantseva, E. V., & Hafner, A. I. (2021). Justification of the relevance of supporting the self-processes of future teacher students in the implementation of individual educational trajectories. Pedagogical Bulletin, 18, 40–42. (In Russ.).
3.
3. Popova, K. I., & Chozgiyan, O. P. (2023). The trajectory of a student’s professional growth at the stage of forming practical readiness for professional activity: educational and methodical manual. MGPU. (In Russ.).
4.
4. Slobodchikov, V. I., & Isaev, E. I. (2013). Psychology of human development. The deve lopment of subjective reality in ontogenesis: textbook. PSTGU. (In Russ.).
5.
5. Chozgiyan, O. P. (2020). Interaction with employers at the stage of professional training as a practice of self-change for future teachers. In S. V. Myskin (Ed.), Cultural and historical trends in the development of professional activity: materials of the International Scientific and Practical Conference (Moscow, December 18–19, 2020) (pp. 43–46). Agency for Social and Humanitarian Technologies. (In Russ.).
6.
6. Chozgiyan, O. P. (2022). Modern trends in professional practical teacher training. In N. A. Vorobyeva, & S. V. Oboeva (Compils.), K. D. Ushinsky and national education: Historical lessons, ideas, and modernity: Proceedings of the XXVI Interregional pedagogical readings dedicated to the great Russian educator K. D. Ushinsky (pp. 41–45). Moscow City University. (In Russ.).
7.
7. Yakimanskaya, I. S. (2000). Technology of personality-oriented education. Publisher September. (In Russ.).