Journal of Siberian Federal University. Humanities & Social Sciences / Development of Future Teachers’ Risk-Oriented Thinking as a Condition for Forming Their Risk-Recognizing Competence

Full text (.pdf)
Issue
Journal of Siberian Federal University. Humanities & Social Sciences. 2024 17 (11)
Authors
Askhadullina, Nailya N.; Khaliullina, Liliya R.; Ledeneva, Anastasiya V.; Eremina, Anastasiya P.; Akhmetova, Guldana Ye.
Contact information
Askhadullina, Nailya N. : Elabuga Institute of Kazan Federal University Elabuga, Russian Federation; ; Khaliullina, Liliya R.: Elabuga Institute of Kazan Federal University Elabuga, Russian Federation; ; Ledeneva, Anastasiya V.: Institute of Pedagogy and Psychology; Orenburg State Pedagogical University Orenburg, Russian Federation; ; Eremina, Anastasiya P.: Institute of Pedagogy and Psychology; Orenburg State Pedagogical University Orenburg, Russian Federation; Akhmetova, Guldana Ye.: Karaganda Medical University Karaganda, Republic of Kazakhstan
Keywords
innovative activities of teachers; future teachers; risk; risk-recognizing competency; pedagogical condition; risk-oriented thinking; educational organization resilience; risk of academic failure
Abstract

Providing innovative development of educational processes is associated with a lot of risks, which have different origins. The authors identified several groups of pedagogical risks: personal, organizational, and technological. To overcome risks with minimal losses teachers must have a high level of risk-oriented thinking. The aim is to consider future teachers’ risk-oriented thinking as a condition for the formation of their risk-recognizing competence. The experiment was conducted using the author’s questionnaire, developed on the basis of A. G. Shmelev’s questionnaire “Study of risk propensity” and the classification of risks by I. G. Abramova. The forming experiment consisted in the participation of students in institute’s innovative projects. The author’s definition of the concept of “risk-oriented thinking of a teacher” was formulated, the relevance of the studied problem related to the future teachers’ readiness to pedagogical innovations was confirmed

Pages
2201–2212
EDN
ZRLDZR
Paper at repository of SibFU
https://elib.sfu-kras.ru/handle/2311/154183

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