ПОДГОТОВКА СТУДЕНТОВ К ВОСПИТАТЕЛЬНОЙ РАБОТЕ СО ШКОЛЬНИКАМИ

Abstract

The implementation of educational functions by a teacher is an important direction of his professional activity. The purpose of the article is to consider the possibilities of preparing students for educational work with rural schoolchildren during their studies at a pedagogical university. Its implementation is associated with the solution of a number of tasks: identifying the features of the functioning of schools in rural areas that affect the organization of educational activities with students; determining the key grounds for working with future rural teachers; designing components of a model that can be integrated into the main professional educational program to ensure targeted preparation of students for the education of students in a rural educational organization. The analysis of literature and experience in the training of teachers for the village allowed us to identify the features of the school, among the most significant, directly affecting the solutions of educational tasks can be attributed: a small, multi-age team, an expanded range of activities of the teacher within the framework of the implementation of educational functions, limited opportunities for social contacts and personal development of students in rural society. The key positions defining approaches to the activities of university teachers aimed at preparing future rural teachers for educational work are related to the selection of content that reveals its features, the definition of effective formats for its development, the identification of the specifics of solving educational tasks within the framework of educational and extracurricular activities of rural schoolchildren. The model of preparing students for educational work provides for the implementation of four components: target (goals and objectives of working with future specialists, determined on the basis of universal pedagogical competencies relevant to educational activities), content (informational, functional and technical aspects of training), technological (formats for the implementation of the main content components), effective (indicators of graduates' readiness for educational work, forms of control and evaluation of their manifestations).