Abstract. The article is devoted to the problem of forming professional and pedagogical mobility of future teachers in master’s programmes, in particular, to experimental research of pedagogical conditions for ensuring it by testing the author’s concept and introducing a system of formation into the educational process.
Professional mobility in scientific research is interpreted as a multifaceted phenomenon that is considered in philosophical (the regularity of the transition from quantitative to qualitative changes), sociological (changes in socio-professional status and positions in the structure of society), psychological (the ability to self-develop, adapt and master new technologies), pedagogical (the integrative quality of personality that ensures self-realisation through competence) and state-administrative (reproduction of the socioprofessional structure and satisfaction of society’s needs for professions and qualifications) aspects.
The results of the study showed that professional and pedagogical mobility is an independent category that determines the future teacher’s orientation towards the organisation and management of the educational process in higher education institutions. Based on a review of scientific literature on this issue, we have clarified the essence of the concept of professional and pedagogical mobility and identified its main components (axiological, gnoseological, procedural, and regulatory).
Based on current theoretical ideas about the professional and pedagogical mobility of future teachers, experimental confirmation of the author’s concept of its formation in master’s programmes is presented. The driving forces behind the creation of this concept were social demand, requirements for the level of training of future teachers, growing demands for the qualifications of graduates of higher education institutions, as well as objective needs for self-improvement, self-development and creativity.
Based on the results of an experimental study of the pedagogical conditions for the formation of professional and pedagogical mobility of future teachers in master’s programmes (by testing the author’s concept through the implementation of an appropriate system), its effectiveness in ensuring the high-quality training of master’s students and developing their ability for self-development, reflection and adaptation in the context of modern higher education has been confirmed. In particular, qualitative and quantitative analysis of the data obtained revealed a positive dynamic in the levels of professional and pedagogical mobility formation. The reliability of the experimental study results was statistically confirmed using Pearson’s criterion χ².
The results of the study can be used in the development and improvement of educational programmes and curricula for training future teachers, updating the content of general and professional disciplines, and teaching methods. They form the scientific and methodological basis for improving the vocational training system, in particular through training courses, foresight projects and the professional development of scientific and teaching staff in the field of professional and pedagogical mobility.
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