PREPARATION OF FUTURE TEACHERS FOR HUMANITARIAN EXPERTISE OF THE EDUCATIONAL ENVIRONMENT OF A PRESCHOOL INSTITUTION AND THE CONDITIONS FOR ITS FORMATION

The problem of preparing future teachers for the examination of the educational environment is complicated by the insufficient development of the theory and methodology for the examination of the educational environment of a preschool institution. The purpose of the article is to determine the features of teachers’ readiness to organize and conduct a humanitarian examination of the quality of the educational environment and to identify the specifics of managing this process. The presentation of the research material is based on studies on theory and methodology of pedagogical expertise (I. I. Ashmarina, S. L. Bratchenko, A. D. Maidanskii, E. G. Yudina), as well as the theoretical foundations of professional development (I. V. Plaksina, T. V. Natalina). On the basis of system methodology, the signs and indicators of the future teachers` readiness for the examination of the educational environment are logically substantiated, which forms the basis for level differentiation of readiness and determination of individual trajectories of its formation and self-development. In the practical part of the study, the authors substantiate the specific features of the relationship between the components of the readiness of future teachers: (1) two indicators of the operational-activity component “the ability to use digital tools to conduct a humanitarian examination of the educational environment”, “the ability to select a tool relevant for the examination of the quality of the educational environment” are closely interconnected with the indicator of the value-semantic component “the desire to develop expert competences in the humanitarian paradigm of education”; (2) an insufficiently high index of indicators of the reflective component from 0.22 to 0.16 confirms the assumption about the lack of meaningful courses in education aimed at developing the reflective abilities of students as an important component of the success of expert activity in education. Methodological research tools include questionnaires, content analysis, correlation analysis, and modeling. We considered it appropriate to use the adapted diagnostic techniques described in the works of E. G. Yudina, K. I. Chepurova, V. A. Yasvin. The results of the study can be the basis for carrying out special work to create pedagogical conditions for the formation of the experience of humanitarian expertise in the quality of the educational environment, taking into account the identified professional deficiencies.

readiness of teachers, educational environment, humanitarian expertise of the environment, methodological training of future teachers, humanitarian paradigm of education, value-semantic component of readiness, operational-activity component of readiness, reflective component of readiness, methodological tools, evaluation, correlation

Zaitseva O. Yu., Gusevskaya O. V. Preparation of future teachers for humanitarian expertise of the educational environment of a preschool institution and the conditions for its formation. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2023;3(64):508—512. DOI: 10.25683/VOLBI.2023.64.750.