DEVELOPMENT OF FUTURE TEACHERS’ VALUABLE-BASED ATTITUDE TO JUSTICE IN PEDAGOGICAL INTERACTION

Abstract

The article is devoted to the study of development of future teachers’ value-based attitude to justice in interaction of educational process participants. It is stated that the pedagogical interaction subject’s value-based attitude to justice is a combination of his/her acknowledge equality norm towards other participant and just action. In substance, it is presented by the valuebased self-attitude of future teachers as potential subjects of just behavior and the value-based attitude to the students towards who it should be directed. It is noted that students of the Pedagogical University are not yet full-fledged subjects of pedagogical activity, so the formation of their value-based attitude to justice is carried out through the reflection of their teacher’s attitude towards them and development of value-based attitude towards themselves as potential teachers and carriers of moral and professional values. It is stated that, reflecting the pedagogical interaction of the teacher, most students tend to consider actions to be just if there is an objective evaluation of their educational activities results. Master’s degree students who have experience in pedagogical practice in general secondary education institutions give priority to a proper, just assessment of the student's efforts in learning process as a reward for the work done and teacher’s considered position in various pedagogical interaction situations. For bachelor’s degree students, more significant element in teacher’s just actions is a display of compassion and empathy, understanding of individual problems of studying subjects. It is revealed that, based on positive personal qualities of just teachers, students with different educational level and
experience of pedagogical interaction display value-based attitude to their personality, including in its structure positive traits of just behavior subject and also show a tendency to actively protect their right to acknowledge their personal dignity.

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