kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.20.3.10UOXBHSkvmolur-151Research ArticleСтатьиСтереология профессиональных предпочтений будущих педагогов в кросс-культурных контекстах педагогического образованияStereology of Vocational Interests of Pre-service Teachers in Cross-cultural Contexts of Teacher Educationhttps://orcid.org/0000-0001-8878-7183БударинаА. О.BudarinaA.

Анна О. Бударина

Калининград

Anna Budarina

Kaliningrad

ABudarina@kantiana.ruhttps://orcid.org/0000-0002-8016-4798ХоликовБ. А.KholikovB.

Баходир А. Холиков

Самарканд

Bakhodir Kholikov

Samarkand

xoliqov-b@samdchti.uzhttps://orcid.org/0009-0008-7809-2888НарзикуловаФ. Б.NarzikulovaF.

Фируза Б. Нарзикулова

Самарканд

Firuza Narzikulova

Samarkand

firuza-narzikulova@mail.ruБалтийский федеральный университет имени Иммануила КантаРоссияImmanuel Kant Baltic Federal UniversityRussian FederationСамаркандский государственный институт иностранных языковУзбекистанSamarkand State Institute of Foreign LanguagesUzbekistan202505102025203127141Copyright © Бударина А.О., Холиков Б.А., Нарзикулова Ф.Б., 20252025Бударина А.О., Холиков Б.А., Нарзикулова Ф.Б.Budarina A., Kholikov B., Narzikulova F.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/151

   В исследовании представлены основные тенденции профессионализации будущих педагогов на основе выявления их профессиональных предпочтений в кросс-культурном контексте высшего образования. Модель профессионализации современного педагога требует учета потенциально новых многоагентных функций образовательной среды и изменения содержания образовательных программ с акцентом на новые тенденции, цифровизацию и интернационализацию профессиональной деятельности. Для достижения целевой модели подготовки педагогических кадров университету необходимо решить многовекторные задачи по разработке и внедрению механизмов интеграции образовательной, научной и экспертной деятельности в ответ на индигенизацию локальных международных образовательных практик. Изменяющийся характер современной образовательной среды выдвигает новые требования к профессиональной деятельности педагогов и ведет к изменению их социальных характерологических типов. Современные тенденции профессионализации педагога выявляются на основе данных эмпирической проверки теории Дж. Л. Голланда в вузах России и Узбекистана, интерпретации взаимосвязей между социальными характерологическими типами будущих педагогов и в результате оценки соответствия типологии личности респондентов профессии учителя. Основным инструментом тестирования явился тест универсальных социальных характерологических типов Дж. Л. Голланда «Профессиональные личности и среды» (J. L. Holland RIASEC Profile) и адаптированная на русский язык стандартная форма опросника профессиональных предпочтений Дж. Л. Голланда (Self-Directed Search, Form R). Представленный опыт профессионализации будущих педагогов может быть полезен для распространения при реализации стратегий развития педагогического образования в разных странах.

   The study presents the main trends in vocational interests of pre-service teachers in cross-cultural contexts of higher education. The model of teacher professionalisation implies the need to take into account potentially new multi-agent functions of educational environments that change the content of educational programmes. To achieve the target model, the university needs to solve multi-vector tasks to develop mechanisms for integrating educational, scientific and expert agenda in response to the indigenisation of local educational practices worldwide. The changing nature of the educational environment imposes new requirements on teachers and leads to a change in their personality types. Modern trends in the professionalisation of pre-service teachers are identified on the basis of the empirical data of J. L. Holland’s theory in universities of Russia and Uzbekistan. The RIASEC personality codes of the pre-service teachers are identified and interpreted according to the congruence of their vocational interests and professional environments. To assess the compliance of the Holland codes with the teaching profession in cross-cultural contexts, the J.L. Holland RIASEC Profile and the Self-Directed Search (Form R) adapted to Russian were applied. The presented data can be useful for dissemination and the development of teacher education in different countries.

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The authors declare that there are no conflicts of interest present.