Students' satisfaction with organizational forms, the content of the discipline "Pedagogy" and methods of developing universal competencies

current and significant problems of higher school pedagogy include organizational forms of education, the content of academic disciplines, as well as methods for developing students' general cultural competencies in the classroom. Organizational forms are determined by the lecture-seminar system of higher education, the content of disciplines is determined by the peculiarities of the educational trajectory and program. The teaching tools consider methods of developing, in particular, critical and logical thinking, communication, solving the tasks of forming general cultural competencies – a system of basic skills, as well as personal qualities necessary for a specialist in the future for self-realization and professional growth. The purpose of the study is to study the satisfaction of students with the forms of education and the content of classes in pedagogy, the teacher's use of techniques for the development of general cultural competencies. The study involved 104 2nd-year students of the Faculty of Clinical Psychology at St. Petersburg State Medical University. An analysis of the research results shows that some of the students – 85 people (81.7%) – are satisfied with the forms of education, the content of the discipline and the methods of developing their universal competencies.; 7 respondents (6.7%) noted that they are satisfied with the forms of teaching pedagogy and its content, but noted that this discipline should not pay attention to the development of competencies, as it is a very complex science. Another part of the sample – 12 respondents (11.5%) – stated that they were not satisfied with the forms of education and the content of classes in pedagogy, in the opinion of students, it lacks a practical focus, they are not satisfied with the methods of working with them. Thus, 12 people (11.5%) are dissatisfied with both the forms of education and the content of classes in pedagogy, while 19 people (18.3%) are dissatisfied with the methods of developing general cultural competencies. The results indicate the need to change approaches to training future specialists, not only in terms of developing their general cultural competencies, but also in terms of forms of education and increasing the practical focus of pedagogy classes.

universal competencies, methods of developing universal competencies, forms and content of education, clinical psychologist, pedagogy