Model of self-regulated learning of students – future teachers based on self-assessment of readiness for professional teaching activities

Introduction. The main requirement for a professional is to constantly learn which is put forward by the modern social situation and constant changes. New learning models based on self-regulation of learning are needed in order to create an educational environment where everyone can achieve success. For effective self-regulated learning of a student, it is important to conduct self-assessment of readiness for professional pedagogical activity. The use of self-assessment of readiness for professional activity of students – future teachers will avoid the destructive use of artificial intelligence products as author’s (non-original qualification, control works, abstracts, essays) in diagnostic procedures, increase the level of responsibility of the student himself for the individual educational result. The study was aimed at developing and testing the implementation efficiency of the self-regulated learning model of students – future teachers based on self-assessment of readiness for professional pedagogical activity. Materials and methods. In order to structure the self-assessment, a survey of 428 students of pedagogical training programs (bachelor’s, master’s, postgraduate) was conducted at the Tambov State University named after G.R. Derzhavin and the State University of Education (Russian Federation). The efficiency of the implementation of the model components was assessed by 106 students who took part in the experimental work. The U-Mann- Whitney criterion and the simplified J. Phillips ROI method were used to analyze the results. Results. A model of self-regulated student learning (components: self-assessment → goal; content; means; methods; forms of organization; stages of the cyclic process) and a toolkit for self-assessment of readiness for professional pedagogical activity have been developed, which can also be useful for individual support, tutoring, and mentoring of future and existing teachers. It has been revealed that the model of self-regulated student learning is more effective in comparison with traditional teaching models. When calculating the Mann-Whitney U criterion, a significant difference was determined between the control and experimental groups (according to the cognitive-technological criterion: U EMP = 217.5 (p≤0.05); according to the motivational-value criterion: U EMP = 204 (p≤0.01); according to the reflexive-technological criterion: U EMP = 190.5 (p≤0.01)). Conclusion. The novelty of the study consists in developing a model of self-regulated learning based on self- assessment of students’ readiness for professional pedagogical activity, which contributes to improving the quality of training of future teachers and the efficiency of the educational process. The results obtained can be used in developing models of self-regulated learning for students in other areas of training.