Innovative practices for measuring and evaluating the psychological and pedagogical competence of future teachers

Abstract

At the stage of identifying the level of formation of psychological and pedagogical competencies among future teachers, modern methods and technologies of measurement and evaluation are used. The level of competence of future teachers in the field of measurement and evaluation is directly related to their ability to professionally and adequately apply appropriate procedures in educational practice in the future. Considering that, according to the scientific literature, perception plays the role of an incentive factor that shapes behavior, this study analyzed the perception by future teachers of their own competence in measuring and evaluating the psychological and pedagogical aspects of pedagogical activity. The study includes an analysis of students' perceptions of pedagogical specialties regarding their training in this field, taking into account variables such as university of study, field of study, gender, age, academic performance, as well as a subjective assessment of the adequacy of their bachelor's degree education related to measurement and evaluation. The sample included 270 senior students in the field of education "Pedagogical Sciences" of various fields of study (teacher training in natural sciences, humanities, language and literature, with a subject specialization of general development) from two universities of the Republic of Kazakhstan. A mixed method was used in the study. Quantitative data was collected using the "Scale of general perception of competence in the field of measurement and assessment for future teachers " developed by Nartgün [1] and qualitative data were collected through semi-structured interviews compiled by researchers. The scale consists of 24 points and is designed in the format of a five-point Likert scale. The internal reliability coefficient of the scale is .94. The quantitative and qualitative data obtained were compared and analyzed together. Based on the results of both levels of analysis, recommendations were formulated to improve innovative approaches to measuring and evaluating the psychological and pedagogical competencies of future teachers.