| Keywords: | systemic thinking, critical thinking, universal competence, demonstration exam, future teacher, pedagogical education, professional training
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| Abstracts: | The article addresses the problem of formation of the universal competence of systemic and critical thinking in future teachers – students of a pedagogical university. The relevance of the study is due to the introduction of the demonstration exam as a form of independent assessment of professional competencies of graduates. The purpose of the article is to reveal the essence and structure of the universal competence of systemic and critical thinking of a future teacher, as well as to determine the role of preparation for a demonstration exam as a pedagogical condition for its formation. The research was carried out using methods of theoretical analysis (analysis of philosophical, psychological and pedagogical, and methodological literature), synthesis, generalization and modeling.
It is substantiated that preparation for a demonstration exam creates a unique educational environment characterized by problematic nature, uncertainty, criterion-based assessment, publicity and the presence of professional feedback. A refined definition of the universal competence of systemic and critical thinking of a future teacher is proposed. A refined definition of the universal competence of systemic and critical thinking of a future teacher is proposed, and its four-component structure (motivational-value, cognitive, activity-based, reflexive components), criteria and levels of formation are developed. The stages of preparation for a demonstration exam that actualize various components of the competence are described. The mechanism for forming the reflexive component is revealed. Practical recommendations for teachers are formulated. The limitations of the study are indicated. The results of an empirical test (N=23) are presented, confirming the theoretical provisions. Statistically significant dynamics were revealed for the activity-based and reflexive components (χ² = 7.58 and 6.92, respectively, p < 0.05). The proposed definition and structure of competence can serve as a basis for the development of diagnostic tools and pedagogical conditions for its formation.
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| The contact details of authors: | Yakimov, Oleg Gennadievich – Head of the Informatization Department, I. Yakovlev CHSPU, Cheboksary, Russia, https://orcid.org/0009-0003-7878-2225, olegyakimov@mail.ru
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