PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF UNIVERSITY STUDENTS’ TEACHING MASTERY IN SITUATIONS OF EDUCATIONAL UNCERTAINTY

Abstract

The article analyzes the psychological and pedagogical conditions for the development of pedagogical mastery among higher education students in situations of educational uncertainty. Educational uncertainty, instability of requirements, the competence of teaching staff, and the quality of decision-making all necessitate high-quality, professional educational management, strategic thinking, leadership, and a systemic approach. Accordingly, the demands on university students’ pedagogical mastery are increasing as an integral professional quality, as a synergy of their competencies and their ability to fulfill a complex professional mission. The need for a scientific substantiation of the psychological and pedagogical foundations for developing students’ pedagogical mastery in conditions of educational uncertainty is becoming increasingly асtual, as the potential for its development as a holistic personal and professional quality is diminishing. The author substantiates an original vision of pedagogical mastery as a dynamic process of self-construction of professional actions in the absence of ready-made normative solutions. Emphasis is placed on the synergy of emotional self-regulation, reflective activity, and pedagogical improvisation as an internal mechanism of the future teacher’s professional development. It is noted that a student’s pedagogical mastery depends on the competence and professional mastery of the teacher, as well as on the psychological and pedagogical conditions and the educational environment of the university. Pedagogical mastery is clarified as being interpreted not as the acquisition of competencies, but as an integrative psychological and pedagogical phenomenon that emerges in response to educational uncertainty. Original educational situations are proposed in which uncertainty acquires the status of a developmental resource. It is proven that under appropriate psychological and pedagogical conditions, the university environment is transformed into a space of autonomous pedagogical choice and responsibility.