Educating social values among future teachers of preschool education: criteria and indicators

Abstract

The article is devoted to the process of upbringing as an effective means of training preschool education
specialists, highlights the relevance and importance of promoting values, including social ones, in the
educational process at higher education institutions and determines the role of pedagogical assessment in
identifying the state of the development of social values among future teachers of preschool education.
The basic principles of pedagogical assessment are highlighted. Emphasis is placed on the use of a
qualimetric approach during the evaluation procedure, which is a quantitative assessment of the quality of an
object and is widely used to measure pedagogical phenomena. The article offers examples of applying qualimetric
models for determining the level of professional competence of pedagogical workers and assessing administrative
processes in general secondary education institutions as well as professional activity of life safety teachers.
It is concluded that it is necessary to develop clear criteria and indicators that are subject to measurement
and reflect the specifics of research on the upbringing of future professionals in the field of preschool education.
An analysis of scientific and pedagogical literature to determine the criteria and indicators of education
of future teachers was conducted. The essence of the concepts “criterion” and “indicator” is analyzed. It was
determined that most researchers understand the criterion as the basis for classification, which is a means of
assessing pedagogical phenomena, a certain feature, and the indicator is interpreted as a characteristic of a
certain criterion that can be directly measured.
Based on the review of the scientific and pedagogical literature, criteria and indicators of the
development of social values among the future of preschool teachers are proposed, which includes motivationoriented (motivation to develop one’s own social values; understanding of the necessity of promoting social
values among future preschool teachers; motivation of future preschool teachers to promote social values
(kidness, truth, justice)); professional and cognitive (knowledge of social values and ability to manifest them in
life and pedagogical situations, knowledge of the content, structure of social values, ability to promote social
values among preschool children); reflective and value-oriented (desire for self-education in terms of social
values; self-analysis of one’s own social values; ability to regulate behavior based on social values).