МОДЕЛИ ДОПРОФЕССИОНАЛЬНОЙ ПЕДАГОГИЧЕСКОЙ ПОДГОТОВКИ ОБУЧАЮЩИХСЯ

Abstract

Social and pedagogical training of students in modern conditions, in addition to solving professional problems in the context of continuing pedagogical education, is also of value and meaning for the development of society as a whole. Such effects are achieved due to the development of skills in constructive interaction and the use of cultural practices during pre-professional pedagogical training (PPT). Numerous psychological and pedagogical studies today are devoted to the study of various aspects of PPT — targeted, meaningful, effective, etc. At the same time, the subject of scientific discussions are approaches to highlighting training models and determining their essence. The purpose of the article is to synthesize the ideas available in the theory and practice of education about models of preprofessional pedagogical training of students, to describe the general model, as well as to accumulate ideas about possible approaches to classifying models of organizing the process under study. The orientation of students to the pedagogical profession can be carried out in various formats: the activities of psychological and pedagogical classes; support of individual educational projects of students; the work of associations of additional education for children, implemented, inter alia, on the basis of pedagogical universities and colleges; use of Internet resources and sites for virtual interaction during PPT. The article includes a meaningful description of the indicated models and their specifics in the context of the peculiarities of interaction between subjects of educational relations and pedagogical support of the process. Being aware of the variety of approaches to pre-professional training, the authors distinguish the following types of organization models: psychological and pedagogical classes, associations of additional education for children, virtual creative associations, individual educational projects.