The monograph is based on the results of a sociological study conducted within the framework of the complex research program of the Russian Academy of Education "Sociology of Education". the book contains materials of a sociological survey of 1469 students of pedagogical universities in Moscow. The paper analyzes issues related to the features of the selection of students to a pedagogical university, motivation for obtaining higher pedagogical education, professional plans of students after graduation. Particular attention is paid to the study of the attitude of students to the content of the education received. Separate chapters of the monograph are devoted to the consideration of issues related to the interaction of students with teachers, combining study and work, participation in research activities. The materials obtained during the sociological survey are analyzed in relation to the influence of gender, age and social stratification factors. The book is addressed to specialists in the field of pedagogy, psychology, sociology and cultural studies, employees of the system of higher pedagogical education. The materials of this monograph can be used in the preparation of students of pedagogical, sociological and psychological faculties of universities, in advanced training courses for educators.

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The second important indicator that testifies to the "investment" of the family in the education of the child is the assessment by the students themselves of the level of school education received. The results of the survey show that students of technical universities, in comparison with students of pedagogical universities, are more satisfied with the level of their school training at their pedagogical university, believing that “the knowledge obtained at school was quite enough for entering a university” (33.8%, respectively). and 22.7%, p=.0001). note that the answer to this question significantly differentiates graduates of specialized schools, lyceums and gymnasiums who entered pedagogical and technical universities. These data are shown in Figure 2. As can be seen from the data shown in the figure, among those students of pedagogical and technical universities who graduated from general education, V.S. Sobkin, O.V. Tkachenko Student Distribution of students of pedagogical and technical universities by types of schools they graduated from before entering the university (%) Figure 2 Graduates' opinions various types schools about the sufficiency of the knowledge they received at school for entering a university (%) 12 schools, almost the same proportion (only one in five) positively assess the quality of the knowledge they received at school. a different situation develops when comparing the answers of graduates of specialized schools, lyceums and gymnasiums. Graduates of these institutions who entered technical universities, much more often than those who entered pedagogical universities, believe that the knowledge gained at school was “quite enough for them to enter the chosen university”. On the one hand, these differences may indicate that the level of education of lyceums, gymnasiums, and specialized schools graduated from students of technical universities is significantly higher than that of students from pedagogical universities. On the other hand, another explanation is also legitimate: students of specialized schools, lyceums and gymnasiums, who are weaker in their academic performance, ultimately turn out to be students of V.S. Sobkin, O.V. Tkachenko Student of pedagogical universities. 1.2 type of school education received and academic performance at university Of particular interest is the question of the influence of the type of education received at school on academic performance at university. the results obtained during the survey show that studying in a particular type of school has an impact on the academic performance of a student pedagogical university. so, for example, among students who graduated from a general education school, 34.4% have a high level of academic performance when studying at a university (studying with fives); among those who graduated from special schools, the proportion of excellent students is 40.9%, and among graduates of lyceums and gymnasiums - 41.2% (p=.03). It should be noted that among students of technical universities, there were no significant differences in academic performance depending on the type of educational institution they graduated from before entering the university: the proportion of “excellent students” among those who graduated from a general education school was 28.3 %, special school - 29.7%, lyceum or gymnasium - 33.7%. This gives grounds to conclude that the enrollment of students from general education schools is carried out more strictly, since they do not differ in their academic performance at the university from graduates of special schools, lyceums and gymnasiums. at the same time, the question arises of how long the effectiveness of the school years type of education. To this end, we compare the academic performance of students, 1st, 3rd and 5th courses of pedagogical universities who graduated different types 1 schools. The analysis carried out shows that significant differences in academic performance are manifested only between first-year students who have graduated from general education schools and lyceums (gymnasiums). Thus, among students who graduated from general education and pedagogical universities, the share of "excellent students" in the 1st year is 26.0%, and among those who graduated from lyceums, gymnasiums - 35.1% (p=.03). Accordingly, among graduates of general education schools, the percentage of "C" students is noticeably higher than among graduates of lyceums and gymnasiums: 15.2% and 8.1% (p=.02). We emphasize that in older years (3rd and 5th years) such differences no longer appear. thus, the given data show that training in specialized types educational institutions(such as lyceums, gymnasiums) is a very significant contribution ("social capital") of V.S. Sobkin, O.V. Tkachenko Student precisely on early stages education in a pedagogical university. further academic performance depends on other factors. In general, the presented materials allow us to conclude that recruitment into the teaching profession already at the stage of obtaining a higher pedagogical education is oriented towards weaker social groups (compared to technical universities) both in terms of the educational status of parents, those who enter pedagogical universities and their level of schooling. 1.3 tutoring as a mechanism of social selection to a university, in addition to analyzing data on the impact of school specialization on admission to a university (comparison of the student population of general education schools, special schools, lyceums and gymnasiums), materials related to other forms of special training for students are also of interest. university admissions. For example, among the students of pedagogical universities, 23.9% indicated that when preparing for the entrance exams to the university, they “did not have enough knowledge acquired at school, and they were forced to study with a tutor” (note that almost such the same percentage of those who chose this answer was also among students of technical universities - 19.9%). At the same time, it is important to emphasize that among those who studied with a tutor, almost every second studied with a tutor from this particular university - 39.7%. recalculation of these data relative to the total number of students studying at a pedagogical university shows that almost every tenth student studied with a tutor from this university when they entered it. 14 Evaluating these results, we emphasize that today the attitude towards tutoring in society is clearly ambiguous. Tutoring is considered both as a form of additional in-depth education and as a form of special training that increases the chances of passing entrance exams and, finally, as a form of bribery hidden in a pedagogical university. It is the last moment that is recorded as a clearly negative social phenomenon that deforms the system of higher education. In this regard, if we turn to the answers of students to a special question about bribes when entering a university (“Did you encounter the phenomenon of bribery when entering your university?”), then the results show that a positive answer (“this was personally to me") were given by relatively few - 3.4%. However, among those who encountered the phenomenon of bribery when entering a university, the proportion of those who pointed to V.S. Sobkin, O.V. Tkachenko A student with a tutor from this university is extremely high and amounts to 70.8%. This allows us to draw a rather unambiguous conclusion that tutoring with a teacher of the university where the applicant enters is indeed regarded as a special form of bribe. Let us note that the above data allow substantiating the conclusion that within the very institutional organization of the higher education system there are special “gray” funding mechanisms that act as significant factors blocking attempts to introduce a unified state exam precisely as a social mechanism that democratizes the possibilities of entering a university. We add that this trend is typical not only for pedagogical universities. for example, in technical universities the trend is the same, but not so pronounced (16.6% of those who faced bribes studied with tutors from this university). The lower percentage in technical universities is quite understandable, since, as we have shown above, these universities have a stronger contingent of applicants compared to teacher-training universities. It is characteristic that of those students who encountered the phenomenon of bribery when entering a university, one in five (19.1%) fixes that situations of bribery arise personally for him and at the subsequent stages of studying at a university. This makes it possible to supplement the previous conclusion: the existing “gray” schemes and selection mechanisms for universities have long Negative consequences, since taking bribes is not only a factor in the low academic performance of these students, but also deforms the general moral and ethical atmosphere of the educational process at the university. Continuing the analysis, it should be noted that a comparison of the answers of the two groups of students (those who studied and did not study with a tutor before entering the university) did not reveal any significant differences in the level of material well-being of their parental family. at the same time, the differences in the educational status of the parents turned out to be clearly significant. Thus, in particular, among those who studied with a tutor, the proportion of those whose parents have higher education is noticeably higher (among those who studied with a tutor, 69.4% did not study - 55.2%, p=.0001; respectively, the father - 75.3% and 57.5%, p=.0001). In such a way, a lesson with a tutor can be considered as a special strategy for supporting parents with higher education your child. in other words, for parents with higher education, this is a kind of “insurance” against the threats associated with downward educational mobility. In this regard, it is important to note that another form of special preparation for entering a university, which is associated with preparatory courses, is more preferable for children from families with an average educational status of parents (among those, V.S. Sobkin, O. V. Tkachenko Student who studied at preparatory courses, the proportion of children with secondary education of the mother - 43.5%, and among those who did not study - 38.0% p=.02; respectively, father - 42.4% and 35.4%, p=.003). Thus, we see that different forms of preparing a child for entering a university turn out to be oriented to different social strata: classes with a tutor are more typical for families with higher education, and classes at preparatory courses are more typical for families with an average level of education. perhaps the greater orientation of families with a higher level of education to tutoring services is associated not only with individual character preparation of the child (as opposed to preparatory courses), but also with the fact that parents with higher education are easier to establish individual contact with university teachers (we can talk about special information and in social networks serving the process of placing a child in a university). in other words, here we fix the role of social stratification factors in establishing special social contacts between parents and representatives of higher education. 1 Chapter 2 Motivation for obtaining higher pedagogical education at a pedagogical university besides the analysis of objective social factors factors influencing recruitment into the teaching profession, it is important to consider subjective ones as well. Here, first of all, it is necessary to highlight the issues related to the motivation for obtaining higher pedagogical education. At the same time, we note that the study of the features of V.S. Sobkin, O.V. Tkachenko Student of the motivation that determines admission to a university is a traditional plot sociological research dedicated to students. Among them, it is conditionally possible to single out three directions. One of them is related to the study of changes in the motivation for obtaining higher education at different stages of building professional plans. so, for example, in the study of L.Ya. Rubina paid special attention to comparing the stages of young people's choice of a certain specialty and the choice of a particular university. the obtained results confirmed one of the author's main hypotheses that the initial stage of the formation of professional plans is associated not so much with the choice of a profession, but with the occupation of a certain social position - obtaining a higher education: “in other words, the professional plan is determined by the social plan and the choice of profession is already carried out in within the framework of labor, the most preferred by nature ”(Rubina L.Ya., 1981, p. 87). Moreover, it is characteristic that the influence of the “social plan” is also manifested in the differences in the motives for choosing a university of one profile or another. so, for example, according to the data of L.Ya. Rubina of the survey, students of a pedagogical university, compared with students of polytechnic and medical universities, significantly less often noted that the motive for entering a university for them was " interesting job in the future” (respectively: 36.4%, 52.0% and 50.0%). Let us add that, in addition to this, the students of the pedagogical university less often noted two more motives: “the demand for specialists in this profile” and “following the family tradition”. Thus, in sociological studies conducted in the 1970s, significant aspects related to the choice of the teaching profession were recorded: both the lower content attractiveness of the teaching profession, and its lower social status, and the lack of expression of socio-psychological attitudes among youth on the reproduction of family labor traditions when choosing this profession. This indicates that as early as the 1970s, a characteristic set of problems appeared that made it possible to speak of the inefficiency of the government’s social policy regarding the formation of teaching as a professional group. Another direction of sociological research is related to the study of problems characteristic of pedagogical universities, which are based on the conflict between the desire of students to receive a higher education from a pedagogical university and, at the same time, their unwillingness to work directly at school after graduating from a pedagogical university. This problem was quite clearly manifested in the monitoring studies of Krasnoyarsk sociologists who study the motivation of applicants when entering a pedagogical university (Gendin A.M., Sergeev M.I., Drozdov N.I. et al., 1999). indicative in this regard is the dynamics of changes in the share of those respondents who are oriented to work at school after graduation: in 1992 - 31.0%, and in 1999 - only 14.0%. It should be noted that this trend correlates meaningfully with V.S. Sobkin, O.V. Tkachenko Student and with objective indicators. So, for example, if in the 1980s the wages of workers in the education sector were approximately the same as in industry, communications, construction and the financial sector, then in the early 1990s there was a significant stratification of wages in these sectors of the economy: salaries in the sphere of finance, credit, and insurance are increasing sharply, while the salaries of educators are significantly reduced. This trend continues today. if in the 1970s wages in industry were 112% of the average wage in the economy; in the field of finance - 97%, in the field of education - 90%, then in 2003 the ratio is as follows: in the field of industry - 117%, in the field of finance - 127%, and in the field of education - 62% (Russian Statistical Yearbook , 2004). and, finally, the third area of ​​research is related to the analysis of the dynamics of changes in the motivation for obtaining higher education at different stages of education at a university. in particular, in the study by Yu.R. Vishnevsky, L.N. Bannikova and Ya.v. Didkovskaya (2000), based on a survey of students from various universities in the Sverdlovsk region, revealed the characteristic features of changes in the motivation of third-year students both in terms of specifying their professional plans and in terms of their satisfaction with the quality of education and professional specialization. Taking into account the results of the studies listed above, in our work we put the main emphasis on studying the content features of the change in motivation at the stage of initial professionalization, i.e. e. throughout the entire period of study at a pedagogical university. At the same time, it is important for us not only to trace the dynamics of changes in the significance of certain individual motives that encourage a student to study at a university, but also to identify those structural changes in motivation that allow us to consider them as a manifestation of a kind of crisis. learning activities. in this regard, by the way, of particular interest is the analysis of differences in motivation 1 for learning among students with different levels academic performance. It is clear that in the course of the analysis it will also be important for us to reveal the role of gender and social stratification factors in differentiating the significance of certain motives for teaching in a teacher training college. These are classic plots of sociological analysis. Pedagogical University 2.1 influence of gender and socio-stratification factors V.S. Sobkin, O.V. Tkachenko Student to study the features of changes in motivation that determines the receipt teaching profession, we offered the respondents a special question, where various motives were offered as answers, which characterize: pragmatic orientations associated with professional prospects, the desire for personal development, orientations that determine social success, etc. The results of answers to this question are given in Table 2. As can be seen from the data in the table, external motives associated with the social families”) are clearly not relevant and are noted by a small percentage of the students surveyed. on the whole, add- table 2. Distribution of answers to the question about the motives for studying at a pedagogical university (%) General Boys Girls P= Desire to become a specialist in a certain field 61.5 46.0 61.7 .0001 For the purpose of self-development 44.1 42 .0 42.6 Desire to gain new knowledge 38.3 34.8 37.3 Desire to get a diploma of higher education 34.6 29.9 34.0 Desire to obtain a certain social status after graduation 31.1 21.4 31.5 .001 Desire to simply get a well-paid job 20.5 24.6 19.0 .02 The profession I have chosen requires higher education 17.1 15.2 16.7 Family tradition 5.0 6.7 4.5 Desire to avoid military service strength 4.4 28.6 0.1 .0001 Demand by parents 3.5 4.0 3.2 Desire to get the approval of others 1.4 2.7 1.2 the desire for self-development", "the desire to gain new knowledge" and motives associated with social achievements ("obtaining a diploma of higher education", getting a certain social status after graduation). of a pedagogical university, the data given in Table 2 show very characteristic gender differences. Thus, for example, the external motive “desire to avoid military service” turns out to be very significant among young men and occupies the fifth position in their rating, clearly ahead of such motives as “the desire to obtain a certain social status after graduating from a university”, “the desire to get a well-paid job” and “desire to get a higher education in connection with the chosen profession”. in principle, studying at a university as a way for young men to receive a deferment from military service is a fact of V.S. Sobkin, O.V. Tkachenko A well-known student. And yet, the scale of the prevalence of this motive among young students of a pedagogical university, where it is noted by one in four, is striking. In addition, young men are more likely to be motivated by the desire to get a well-paid job. in other words, traditionalist gender attitudes play an important role in determining the motives for obtaining a higher professional education, when the material support of the family acts as a characteristic function of a man's social role position. In this case, it is interesting that such motivations are actualized by young men even in relation to such a field of activity, where the level of wages is significantly lower than in other sectors. Compared to boys, girls are significantly more likely to note such motives as “the desire to become a specialist in this field” and “the desire to obtain a certain social status after graduation”. On the one hand, this indicates that the teaching profession itself is more often considered by girls as an area of ​​professional activity that is acceptable for women. In this regard, this type of motivation substantially correlates with general trends in the feminization of the teaching profession, which, by the way, manifests itself already at the stage of primary professionalization, since the percentage of girls in pedagogical universities is significantly higher than that of boys. On the other hand, the motive associated with the desire to obtain a certain social status allows us to conclude that higher pedagogical education also acts for girls as a factor ensuring upward vertical social mobility. At the same time, it is characteristic that it is girls from families with a lower educational status of their parents who more often record “the desire to receive a diploma of higher education” as the leading motive for learning. Among them, every second one (44.5%) points to this motive, and in terms of its significance it reaches the second rank position in the general hierarchy of their motives. 20 Pedagogical University V.S. Sobkin, O.V. Tkachenko Student “the desire for self-development” and “acquisition of new knowledge”. in addition, among girls with higher education of parents, the proportion of those who point to such a learning motive as “family traditions” is quite high. In this regard, it can be assumed that this motive fixes not so much the reproduction of the teaching profession, but acts as a motive due to a peculiar form of “protection” of social status, when receiving a pedagogical education acts as a way to “stay” in a certain social stratum (a stratum with high level education). The noted differences in the motivations for studying at a pedagogical university among girls from families with secondary and higher education of their parents are shown in Figure 3. 2.2 The influence of academic performance Let us now consider the relationship between the motivation for obtaining a higher pedagogical education and the academic performance of students. The motives for which statistically significant differences were found between “excellent students” and “triple students” are shown in Table 3.

The foundation is laid while studying at the university future career, the student enters into new contacts, gains experience of professional interaction. The requirements for a modern graduate of a pedagogical university are quite high.

All skills are divided into two categories.

The ability to learn is an important component category of the teaching profession. Today, the rate of obsolescence of knowledge is higher than before, so they require constant updating. The ability to learn is manifested in the ability to organize your time, plan and control your academic work, organize the search for the necessary information, choose appropriate methods, establish mutual cooperation. It is also the ability to make decisions about one's own learning process and self-motivation.

The educational process at the university includes theoretical and practical classes. Theoretical classes include mainly lectures, while practical classes include seminars, workshops, laboratory work and educational or industrial practice. Do not underestimate the importance of lectures and try to master the material on your own. The teacher can choose the right material and present it in the right context.

Studying at a pedagogical university makes it possible to be immediately inside pedagogical process. At the same time, acting simultaneously as an object and subject pedagogical activity. The process of learning in a pedagogical university is in parallel a moment of pedagogical practice. Here there is an opportunity to analyze the educational process not only from the point of view of an ordinary student, but also from a professional standpoint.

Sources of self-education

It is important in the learning process to expand the number of sources of self-education by attracting external resources. To external resources this case include traditional: books, periodicals, media mass media, distance self-education.

The second source is research activity. In the process of studying the world around, the future teacher organizes his knowledge and forms a personal pedagogical style, professional and personal worldview. There are many opportunities for research activities in the pedagogical university. Research activities increases the level of self-education and helps in finding like-minded people.

The third source of systematic self-education is training in different courses. These may be courses in shorthand, studying foreign language, public speaking courses, and so on.

Work can become an additional source of self-education. During your studies, there is a great opportunity to try yourself in various types activities, visit different professional roles. Students of pedagogical universities can engage in tutoring, work as nannies or counselors, and make linguistic translations.

The surrounding reality is the fifth source of self-education, which includes events taking place around; people with whom you communicate, their knowledge and experience. It is necessary to learn how to transform information from the surrounding world into something useful for yourself, to pass it through a professional prism. This approach develops reflective skills and helps develop your own model of behavior in similar situations. Of particular importance for teachers is the skill of teamwork. It includes:

• the ability to connect others to help in your activities;
• the ability to level conflicts;
• the ability to plan their activities;
• ability to edit group work;
• ability to summarize disparate material.

For the future teacher, another source of self-education is very important - his hobbies, the so-called "special skills".

Sometimes students, entering a university, discard everything, in their opinion, “superfluous”, “interfering with learning”, “entertaining”. But in vain. An additional field of activity, not directly related to professional self-education, is extremely necessary for a teacher. Why is it important to have not a narrow-profile, but a broad outlook? First of all, to increase their own authority in the eyes of future students and colleagues. If you sing well or love scuba diving, or know how to play chess, or cross-stitch luxurious landscapes, this experience can be useful for your students, because, like you, they always want to communicate with interesting person able to teach them something new besides school curriculum. Therefore, no matter how passionate you are about achieving professional heights, do not forget to develop in other directions as well!

Conclusion

It can be concluded that training at a pedagogical university provides an opportunity to improve professional competence, self-diagnosis and correction skills, both professional and personal qualities, orientation in the educational field and gaining useful connections.

Professional activity of a young teacher

After graduating from the university and receiving a teacher's diploma, professional activity awaits. New responsibilities await the young teacher. From the very first day of work, he bears the same responsibility as specialists with work experience. Entering a specific school environment with specific customs and laws to learn and accept. Young specialist you will have to combine the role of a teacher and a student, listen to the advice of more experienced senior colleagues.

The professional development of a teacher, leading to the achievement of professionalism and pedagogical excellence, is a long, continuous process. We can say that this is a journey of a lifetime. On this path, certain phases of the formation of a professional can be distinguished:

• the optant phase is the period of professional determination,
• the adept phase is the period of mastering the chosen profession in a professional educational institution,
• adaptation phase is a period of entry into practical pedagogical activity,
• internal phase - the formation of a teacher as an experienced teacher,
• the mastery phase implies the acquisition by the teacher of special qualities, skills or turning into a generalist,
• phase of authority - the acquisition of authority and wide popularity in one's own circle or beyond, accompanied by the presence of rich pedagogical experience,
• mentoring phase - characterized by the presence of like-minded people, followers, students among colleagues and the opportunity to share experience.

In today's difficult socio-cultural situation, there is a contradiction between the increasing demands on the personality and activities of a teacher and the real level of motivational, theoretical and practical readiness of a graduate of a pedagogical university to implement their professional functions. The resolution of this contradiction requires a solution a large number problems from the system of teacher education:

• transformation of the goals of vocational training,
• improving the structure and content of teacher education,
• updates organizational forms and methods.

The most important psychological condition for development professional competence the future teacher during the period of study at the university is the professionalization of his psychological training, as a result of which the direction and content of students' educational activities change: the goals of professional development and self-development become priorities, and subject training is the means of achieving this goal. In the structure of professional competence modern teacher with higher teacher education the system-forming component is the psychological component, which is actively formed during the period of university education and determines the psychological and pedagogical essence of its subject training. Psychological structure professional competencies future teacher must turn on in myself : motivational-personal component, expressing the essence and professional orientation of educational and professional activities of students; the system of educational and cognitive and educational and professional activities of students; a system of educational-cognitive and educational-professional actions that determine the activity component of the professional competence of the future teacher; a reflexive-evaluative component that determines the possibilities of a future teacher in terms of understanding the features of progress towards a professional goal, as well as the possibility of their own professional improvement.

The foundations of the professional competence of a modern subject teacher should be formed in the process of studying at a university, since during the period of independent professional activity after university, the emerging professional stereotypes do not allow the teacher to successfully master the professionally important psychological knowledge necessary to solve problems. mental development schoolchildren in the learning process.

The most important psychological condition development professional competencies future subject teacher is transformation educational activities students in educational and professional . For such a transformation, it is necessary to create an integrative meaningful unity of the psychological, pedagogical, methodological and subject training of the future teacher at the university. The creation of integrated training courses at the subject department of a pedagogical university is possible provided that teachers acquire psychological and didactic competence, the essence of which is a special motivation for professional activity, which implies a change in priorities in professional goal-setting from purely subject-specific assimilation to the professional development of a future teacher, and the presence of professional actions that determine the possibility creating integrated courses.

Technology creation integrative systems learning, directed on the formation professional competencies at students , can be represented as the following sequence of actions (generalized algorithm):

• 1) highlighting the general idea on the basis of which the integration is carried out;
• 2) determination of the goal of creating an integrative system and a set of disciplines included in it, which would most contribute to the realization of this goal;
• 3) determination of the hierarchical construction of an integrative system based on the definition of the role of each discipline within the system;
• 4) general structuring of each of the disciplines;
• 5) development of work programs for each training course taking into account the units of content identified as a result of structuring and the established interdisciplinary links. (The integration of psychology and didactics is clearly expressed in the concepts of developmental education by L.V. Zankov, D.B. Elkonin, V.V. Davydov, in the theory and practice of the phased formation of mental actions by P.Ya. Galperin and N.F. Talyzina, in humanistic pedagogy Sh.A. Amonashvili, T.M. Sorokina).

AT modern science The problem of professional competence of the teacher has not found an unambiguous solution. The conceptual interpretation of this concept and the specifics of the field of its application determine the different content and understanding of this phenomenon.