The study of future teachers’ readiness to implement personalized learning for adolescents

Abstract

The article examines the problem of future teachers’ readiness to implement personalized learning for adolescents. It substantiates the importance of the personalized approach in contemporary education and its relevance to adolescence. The aim of the study is to identify the structure and the level of future teachers’ readiness to implement personalized learning for adolescents. The following methods were used: theoretical analysis of psychological and pedagogical literature on the research problem, testing, and methods of quantitative and qualitative data analysis, including the «Self-assessment of professional and pedagogical motivation» technique by N.P. Fetiskin, the author’s test «Fundamentals of personalized learning for adolescents», the «Diagnostics of the level of empathic abilities» technique by V.V. Boyko, and the technique for assessing pedagogical reflection by O.V. Kalashnikova. The article presents the results of the study aimed at revealing the level of formation of the motivational, cognitive, communicative-empathic and reflective components of future teachers’ readiness to implement personalized learning for adolescents. It was established that the motivational and communicative-empathic components are the most developed: students demonstrate positive professional and pedagogical motivation, interest in professional development and a fairly high level of empathic abilities. At the same time, an insufficient formation of the cognitive and reflective components was revealed: a considerable proportion of the respondents demonstrated fragmentary knowledge of the essence and principles of personalized learning for adolescents, as well as insufficiently developed skills of analysing and assessing their own pedagogical activity. Thus, the readiness of future teachers is characterized by favourable personal prerequisites alongside an insufficient formation of the professional and technological components. The results obtained indicate the need for the purposeful development of the cognitive and reflective components in the course of professional teacher training and may be used in designing training programmes for the implementation of personalized learning for adolescents.