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FORMATION OF ETHICAL AND PARTICIPATORY CULTURE OF THE FUTURE TEACHER AS A PEDAGOGICAL PROBLEM

The article identifies the main factors of the phenomenon of formation of ethical and participatory culture of the future teacher as a pedagogical problem. The social context of ethical and participatory culture is highlighted. The interpretation of the meaning of the formation of ethical and participatory culture of the future teacher is presented and the content of its methodological, theoretical and practical components is given.
Keywords: future teacher, ethics, participatory culture, culture, content.

Zhukov V. P.
Doctor of Philosophy, Associate Professor,
H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine

10.34142//2708-4809.SIUTY.2022.79

In the modern period of education development, there are changes in the requirements for teaching staff, orientation to social and educational activities due to the need to form an ethical and participatory culture of the future teacher who is aware of the equality, respect and value of educational subjects.

The ethical and participatory culture of a teacher is the most important prerequisite not only for mastering pedagogical skills, but also for general professional self-improvement. This pattern is due to several circumstances. Firstly, the ethical and participatory culture of the future teacher is an integral part of the spiritual culture of society, and students are called upon to expand and multiply its socio-cultural content. Secondly, the growth of the teacher’s ethical and participatory culture contributes to his or her current attitude not only to objects with socio-cultural content, but also to scientific knowledge, which contains invaluable achievements of the socio-cultural experience of mankind [1].

Meanwhile, it must be stated that the problem of forming the ethical and participatory culture of the future teacher from the standpoint of pedagogical science has not been sufficiently studied. In particular, the role and significance of this phenomenon for optimizing the teacher’s activity is not sufficiently revealed, and the scientific and methodological support for the formation of the ethical and participatory culture of the future teacher (conceptual approaches, technology, pedagogical conditions, educational and methodological tools) needs further development.

The analysis of scientific literature and the study of the practical state of the problem under study gives grounds to state that the formation of ethical and participatory culture is considered based on the interpretation of key definitions – ethics and participation, which, in turn, are the subject of study in many scientific disciplines.

The formation of ethical and participatory culture of the future teacher is understood as an integrative system of personality formation based on a set of universal moral and ethical values and judgments, assessments and self-assessments, moral feelings, professional and ethical knowledge, skills and abilities, and the most important characteristic – pedagogical communication and communication, which is determined by subject-subject relations, cooperation, co-creation, dialogue between teacher and students.

Based on the study of scientific literature, the components of the formation of ethical and participatory culture of the future teacher are identified and clarified [2; 3]:
The methodological component of the formation of ethical and participatory culture of the future teacher involves equipping the applicant with a system of various methods and techniques of cognition and consists in mastering the basic scientific approaches that are the conceptual basis for the development of the theory and practice of forming the ethical and participatory culture of future specialists in the field of education.

We consider the theoretical component of ethical and participatory culture formation as scientific interests and broad outlook, as mastering fundamental knowledge and its practical application by a higher education student. Theoretical training in the aspect of the phenomenon under study involves equipping the applicant with specific professional and pedagogical knowledge, which includes the following:

— knowledge of the essence of ethics, patterns and functions of pedagogical ethics, its types, phases of ethical influence on students during pedagogical interaction, etc;
— knowledge of the essence of the concept of “participativity”, the peculiarities of pedagogical participativity and ways of its implementation.

The practical component of the formation of ethical and participatory culture involves the acquisition by the future teacher of such specific skills as:

— ethical and participatory perceptual: the ability to “recognize” another, in particular, his/her moral state and beliefs; the ability to sensually perceive a student as an individual original personality; the ability to use the moral and value potential of the spoken word to actualize the partner’s mental position; the ability to use mimicry and pantomime, etc;
– ethical-participatory-communicative: the ability to find common values with participants in the educational process; the ability to listen to a communication partner and accept the partner’s opinion; the ability to conduct a productive dialogue during communication; the ability to provide feedback; the ability to find a compromise solution to a conflict situation;
– ability to analyze the information received together with a communication partner; ability to organize cooperation; ability to create a favorable psychological environment, a psychological climate conducive to the organization of productive joint activities characterized by voluntariness and interest, etc;
– reflexive and corrective: the ability to identify one’s moral properties with the moral properties of the communication partner; the ability to mentally reproduce the student’s inner world in detail; on the basis of reflection, to determine the causes of the negative consequences of pedagogical communication and make the necessary adjustments, etc.

Thus, the formation of the ethical and participatory culture of the future teacher is a complex, multidimensional concept that is studied in accordance with the phenomenology of psychology and pedagogy. The problem of forming an ethical and participatory culture is an urgent pedagogical task, the solution of which is important for improving the effectiveness of professional training of future specialists in the field of education.

List of references

1. Dontsov A. V. Moral culture of the teacher: monograph: V. N. Karazin Kharkiv National University, 2008.
2. Zhukov V. P., Popova O. V. Participatory approach to the formation of the moral position of the future teacher. Means of educational and research work: a collection of scientific works of H. S. Skovoroda Kharkiv National Pedagogical University. 2022. № 58. С. 28-40.
3. Popova O. V., Zhukov V. P. Essential and Content Characteristics of Empathic and Participatory Training of Future Teachers. Psychological and Pedagogical Problems of Higher and Secondary Education in the Context of Modern Challenges: Theory and Practice: Materials of the VI International Scientific and Practical Conference, Kharkiv, May 20-21, 2022. С. 418-421. URL : https://dspace.hnpu.edu.ua/handle/123456789/8367 (accessed 06.11.2022).