There is a need to develop professional flexibility and the values-based attitude to pedagogical activity in future teachers. In recent years, pedagogical activity has been associated with extreme and stressful situations, constantly changing conditions of learning, and general uncertainty. This imposes requirements to the professional flexibility of future teachers. Teachers are required have the stability of their personal qualities, on the one hand, and flexibility, on the other hand. Therefore, this work considers professional stability as a fundamental basis. Professional flexibility of future teachers is understood as a set of emotional, vocational and behavioral flexibilities, which provide a values-based attitude to pedagogical activity, regulation and stability of professional behavior, readiness to respond quickly to changing conditions and challenges of the professional environment by finding original solutions to professional problems. An empirical study of the values-based orientations of 213 first-year students was carried out in the South Ural State Humanitarian Pedagogical University, Chelyabinsk, for four years. It was found that students are orientated towards values that are prioritized in pedagogical activity, and this provides the basis for the successful formation of the values-based orientations to pedagogical activity. In the course of university studies and specially organized work, the existing values-based orientations of future teachers are gradually transformed into a values-based attitude to pedagogical activity, which in turn underlies the evolvement of professional flexibility.
professional'naya gibkost', professional'naya ustoychivost', buduschiy pedagog, cennostnye orientacii
1. Dombrovskaya I. V. Professional'naya gibkost' rabotnikov biblioteki kak neobhodimoe uslovie prodvizheniya knigi i chteniya v sovremennom obschestve // Vestnik Dal'nevostochnoy gosudarstvennoy nauchnoy biblioteki. 2007. № 2(35). S. 164-173.
2. Ketova L. M. K voprosu o formirovanii cennostnyh orientaciy buduschih pedagogov v processe izucheniya discipliny «Mirovaya hudozhestvennaya kul'tura» // Pedagogicheskoe obrazovanie v Rossii. 2010. № 4. S. 119-124.
3. Kornilova T. V. Princip neopredelennosti v psihologii vybora i riska // Psihologicheskie issledovaniya. 2015. T. 8. № 40. URL: https://clck.ru/Px2fJ (data obrascheniya: 25.12.2019).
4. Makarova E. A. Grazhdansko-patrioticheskie cennosti v sisteme cennostnyh orientaciy lichnosti buduschego pedagoga // Vestnik Bryanskogo gosudarstvennogo universiteta. 2012. № 1-2. S. 76-80.
5. Mitina L. M. Psihologiya lichnostno-professional'nogo razvitiya sub'ektov obrazovaniya. M.; SPb., 2014.
6. Mitina L. M., Efimova N. S. Intellektual'naya gibkost' uchitelya. Psihologicheskoe soderzhanie, diagnostika, korrekciya. M., 2003.
7. Polezhaeva M. S. Formirovanie cennostnyh orientaciy buduschih pedagogov v polikul'turnoy obrazovatel'noy srede // Mir nauki, kul'tury, obrazovaniya. 2014. № 6(49). S. 139-141.
8. Todysheva T. Yu. Lichnostnaya gibkost' v professional'noy deyatel'nosti // Vestnik Buryatskogo go-sudarstvennogo universiteta. 2010. № 5(84). S. 84-88.
9. Barni D., Russo C., Danioni F. Teachers’ Values as Predictors of Classroom Management Styles: A Relative Weight Analysis // Front. Psychol. 2018. V. 9:1970. https://doi.org/10.3389/fpsyg.2018.01970
10. Certel Z., Bahadır Z., Kabaca E., Seraki S. Professional experience, tolerance, empathy and reading interests as variables predicting cognitive flexibilities of physical education teachers // International Journal on New Trends in Education and Their Implications. 2018. V. 9. № 3. P. 41-51.
11. Chen A., Zhang T., Wells S. L., Schweighardt R., Ennis C.D. Impact of Teacher Value Orientations on Student Learning in Physical Education // Teaching in Physical Education. 2016. № 36(2). P. 152-161. https://doi.org/10.1123/jtpe.2016-0027
12. Dasari R.P. Value Orientation among Tribal Future Teachers of B.Ed. Programme: Need for Curricular Interventions // Universal Journal of Educational Research. 2016. № 4(6). Pr. 1432-1436. https://doi.org/10.13189/ujer.2016.040621
13. Dennis J. P., Vander Wall J. S. The Cognitive Flexibility Inventory: Instrument Development and Estimates of Reliability and Validity // Cognitive Therapy and Research. 2010. № 34 (3). P. 241-253. https://doi.org/10.1007/s10608-009-9276-4
14. Anderson C. M. Aggressive communication traits and their relationships with the cognitive flexibility scale and the communication flexibility scale // Journal of Social Behavior and Personality. 1998. V. 13. № 3. P. 531-540.
15. Martin M. M., Rubin R. B. A new measure of cognitive flexibility // Psychological reports. 1995. № 76. P. 623-626. https://doi.org/10.2466/pr0.1995.76.2.623
16. Mohammadi M., Ahmadipour N., Kouhdasht R.N., Bordbar N. Flexibility of Iranian Teachers Teaching Methods and High School Students’ Gains // Modern Applied Science. 2016. V. 10. № 10. P. 48-54. http://dx.doi.org/10.5539/mas.v10n10p48
