Abstract:

According to the federal state educational standard and the "Strategy of development of education in the Russian Federation for the period till 2020", the basis for the organization of educational process at all levels of education is systematic action-related and person-centered approaches. These approaches help a teacher to create conditions for the personal achievements of pupils, the effectiveness depends on the correct and timely motivation, availability of theoretical basis of specific activities, involvement in practice, the system “self-assessment of personal achievements – teacher’s (supervisor or team) assessment - an integrated assessment". It’s necessary to instruct future teachers to study personal achievements motivation of the pupils at the stage of training in a bachelor degree.

The analysis of Russian scientists’ works has shown that the study of pupils’ personal achievements is often replaced by monitoring the personal results of the educational content development, which are considered as part of the educational requirements of the standard and include the willingness and ability of students to self-development, the level of motivation for learning and knowledge, value-semantic orientations of students that reflect their individual and personal items, social competence and personal qualities.

Under the specific features of education direction 44.03.01 - Pedagogical education ("Preschool education" and "Primary education") students acquire a number of skills required in the teacher professional activity, and learn the basics of professional and educational activities. However, insufficient time is given to special training, ensuring the formation of psychological, pedagogical and methodological competence of the student, teacher goal setting, motivation, self-actualization and orientation towards personal achievements of the child in the curriculum. The study was conducted in order to identify the optimal conditions for the pedagogical model illustrating the formation of non-teaching university students’ value-semantic orientations of professional and educational activities related to the personal achievements of pupils and provided competency model of higher education graduates.

General scientific methods (analysis, synthesis, comparison, generalization, questioning students and practicing teachers, teacher modeling, etc.) provide opportunity to review the situation, to give its pedagogical interpretation and to suggest possible solutions within the framework of the activity approach study. The general results of the study were quantitative features, reflecting the dynamics of the formation of students' value-semantic orientations of professional pedagogical activity on the personal achievements of preschool and primary school-age pupils. The authors determined the structure and content of value and meaning of teachers and practitioners professional pedagogical activity (primary school teachers and teachers of preschool educational institutions) and the general organizational problems in the work on the formation of value-semantic orientations of professional pedagogical activity of students towards the personal achievements of pupils. The information on the monitoring research results on the quality of students training to support the personal achievements of pupils in the field of education and possible ways to create a model of urgent students training in the process is realized.