Enhancing personal development training for prospective teachers at Saratov State University
Relevance: the modernization of professional education is necessary due to the demands made by both state and society to foster professionally signifi cant personal qualities in future teachers. Therefore, this article examines the positive experiences of Saratov State University in enhancing person...
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| Format: | Article |
| Language: | English |
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Saratov State University
2025-06-01
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| Series: | Известия Саратовского университета. Новая серия: Акмеология образования. Психология развития |
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| Online Access: | https://akmepsy.sgu.ru/sites/akmepsy.sgu.ru/files/text-pdf/2025/07/akmeologiya-2025-2-174-182.pdf |
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| Summary: | Relevance: the modernization of professional education is necessary due to the demands made by both state and society to foster professionally signifi cant personal qualities in future teachers. Therefore, this article examines the positive experiences of Saratov State University in enhancing personal development training through academic classes and extracurricular activities as part of pedagogical education of undergraduate and graduate students. The details of this positive experience are worth replicating in other educational contexts. The research aims to summarize the educational practices employed by pedagogy teachers at Saratov State University. Methods (tools): a retrospective analysis was conducted on the educational practices which pedagogy teachers and teachers of other related disciplines use to implement personal development programs at Saratov State University. Results: the article introduces the concepts of contextual and subtextual education, as well as contextual and subtextual pedagogical conditions necessary for the implementation of eff ective educational practices. Additionally, the article describes various teaching methods and techniques used in academic disciplines and for organizing internships. These methods and techniques foster students’ respectful attitude towards the teaching profession. They also encourage students to prioritize personal development of the younger generation during their pedagogical activities and create conditions for their self-education. Conclusion: Personal development training can be enhanced when pedagogy teachers incorporate methods such as parables, Socratic dialogues, subtext statements, group discussions, analysis of educational situations/precedents, project-based activities, active listening, semantic pauses, referencing others’ opinions and experiences, creating specialized educational environments within universities, etc. Practical significance: The experience of Saratov State University can serve as a model to improve personal development training for future teachers in other higher and secondary education institutions. |
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| ISSN: | 2304-9790 2541-9013 |