Psychological and pedagogical mechanisms for forming social responsibility in future teachers

Abstract

This article discusses the main concepts of the formation of social responsibility of students of pedagogical specialties in the system of vocational education. Using the analysis, generalization and rapid test of responsibility research, the authors delve into the multifaceted aspects of social responsibility in the context of modern education. The key idea outlined in the article emphasizes that the result of the formation of social responsibility among students of pedagogical specialties goes beyond volitional efforts, civic consciousness, and confidence in the need to fulfill their duties. The process of forming responsibility includes their ability to autonomously make well-informed decisions in various situations, the skill of self-regulation of their actions and the willingness to develop a deep understanding of their role in the lives of others in various circumstances. To do this, it is necessary to use certain psychological and pedagogical mechanisms. The article emphasizes the importance of proper distribution of personal responsibility when interacting with all stakeholders in the education system, demonstrating a readiness for feedback and continuous growth. The study is relevant because it sheds light on the nuances of the formation of social responsibility within the teaching profession, emphasizing the importance of not only the transfer of knowledge, but also the education of empathy, ethical behavior and adaptability to a changing lifestyle. Using proven research methods, the authors provide valuable information about effective strategies for preparing students of pedagogical specialties to be socially responsible individuals who can positively influence the learning environment and the students they teach and educate. The article can be used by researchers, teachers of the system of professional teacher education, seeking to improve teacher training programs.