EXPERIENCE OF FORMING MORAL VALUES OF TEACHERS OF HIGHER EDUCATION INSTITUTIONS BY MEANS OF PRACTICE-ORIENTED TECHNOLOGIES

Abstract

The formation of moral values of teachers of higher education institutions is an extremely important task of modern education, because they play a key role in the formation of the younger generation and influence the professional and personal culture of students. Teachers must have a high level of moral awareness and ethical responsibility, because, as a model of behavior, they influence the quality students’ education and upbringing, as well as the general moral environment in higher education institutions.
The moral values of teachers of higher education institutions are the main components of their professional and personal identity and determine teachers’ ethical behavior, their views on justice, responsibility, tolerance; regulate behavior and actions, directing them to achieve morally acceptable results; determine which actions are morally important and positive and consistent with social norms and values; regulate the teacher’s professional activity.
Awareness of the importance of the problem of forming the moral qualities and values of the future teacher of the institution of higher education made it necessary to study and analyze the content of their professional training, taking into account the modern requirements of the time and educational trends. One of the most important directions of this process is practically oriented training, which makes it possible to ensure the maximum approximation of the educational process to future professional activity.
Educational practice and pedagogical theory make it possible to assert that practically oriented technologies include: practical exercises and laboratory works; project learning technologies; simulation technologies; problem-based learning technologies; interactive learning technologies; information and communication technologies; mentoring and consulting.
The main emphasis of these technologies is the practical experience and professional competence of the future teacher of higher education. That is why the key task is the formation of future teachers who are aware of their moral beliefs and responsibility for their transmission and can become real mentors and examples for the younger generation.