PEDAGOGICAL AND PSYCHOLOGICAL FACTORS IN THE FORMATION OF PEDAGOGICAL RESPONSIBILITY IN FUTURE TEACHERS

Pedagogical responsibility is widely regarded as a core professional quality of the teacher, yet teacher education programmes rarely treat it as an explicit and measurable outcome. This article examines the pedagogical and psychological factors that shape the formation of pedagogical responsibility in future teachers. Following the IMRAD structure, the study combines a theoretical analysis of the construct with a one-year quasi-experimental investigation involving 240 third- and fourth-year teacher-education students (experimental group n = 120; control group n = 120). Pedagogical responsibility was operationalised through four components: cognitive-axiological, motivational-emotional, behavioural-activity and reflective. Data were collected with a 24-item Pedagogical Responsibility Scale, instruments measuring teacher self-efficacy, autonomous motivation, empathy and emotion regulation, and professional identity, a student-rated index of the pedagogical environment, and reflective portfolios. The experimental group studied under an integrated model that combined value-based ethical seminars, a practicum with graduated autonomy and mentor feedback, reflective supervision groups, and psychological skills workshops. After the intervention, the proportion of students with a high level of pedagogical responsibility was 43.3% in the experimental group and 24.2% in the control group (χ² = 12.53, p < .01). Multiple regression showed that self-efficacy, autonomous motivation, professional identity, practicum quality, empathy and emotion regulation, and faculty role-modelling jointly explained 57% of the variance in pedagogical responsibility. The findings indicate that responsibility develops most reliably when pedagogical conditions and psychological resources are designed to work together. Practical implications for the design of teacher-education curricula are discussed.