Formation of aesthetic culture of future educators in preschool and primary educational institutions
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.04.14Keywords:
Aesthetic culture, creative activity, pedagogical conditions, preschool and primary education, teacher trainingAbstract
The purpose of the study is to analyze the characteristics that shape the aesthetic culture of future teachers in preschool and primary education institutions, and to examine the pedagogical conditions that will contribute to their effective development. The study was mixed in nature and consisted of three stages: ascertaining, formative, and concluding. The results show that Ukrainian students obtained better results in value orientation: attitude towards art, aesthetic interests, and attitudes (the role of art in students' lives and their participation in artistic events). Chinese students were better in knowledge and creative activity. The strongest predictors of the development of aesthetic culture were determined to be knowledge (β=0.38), creative activity (β=0.41). Self-esteem (β = 0.29) and participation in cultural events had a somewhat smaller impact. Comparison of the obtained results indicated a statistically significant increase in all components of aesthetic culture, particularly in the greatest achievements in individual knowledge and creative activity. The study confirmed the effectiveness of targeted pedagogical interventions, in particular the integration of art into the educational process, the implementation of projects, and the participation of students in cultural events. The conclusions indicate a need to improve educational programs for the training of teachers in preschool and primary schools.
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