Development of the educational system of a training organisation in the context of realisation of pre-professional pedagogical training of schoolchildren

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Introduction. The changes in the world economy and culture and the unstable geopolitical situation that have taken shape in recent decades have actualised the problem of educating the younger generation and searching for due ways to develop educational systems in training organisations. The organisation of pre-professional pedagogical training of schoolchildren which allows for conditions for professional self-determination of high school learners is deemed to be effective. The aim of the article is to identify the pedagogical conditions in the organisation of pre-professional pedagogical training which would contribute to developing the educational system of a training organisation. Methodology and methods. To assess the state of pre-professional pedagogical training of high school learners, a survey was developed and implemented. The survey was attended by 478 students, 126 teachers and 176 parents from 49 educational institutions in eight regions of the Russian Federation. At the formative stage of the pedagogical experiment, professional development courses for pedagogues and psychologists teaching for pedagogical and psycho-pedagogical classes in the amount of 72 hours (N=185) were organised; an international conference was organised attended by teachers and scientists (N>300) from 5 countries and 25 regions of Russia. The second monitoring stage was carried out in the same educational organisations of eight regions of the Russian Federation. The statistical data processing was made using Fisher’s criterion. Results. The research revealed positive dynamics in the realisation of conditions specific for pre-professional pedagogical training; these settingswere found to influence the development of the educational system of a training organisation, namely: forming the learners’ role as subjects in the educational process; forming partner relations and favourable environment in a children’s collective body; expansion of learners’ social communication sphere; development of child-adult relations based on tutoring position of pedagogues; joint planning and discussion of the results of pre-professional training with learners; involving parents in pre-professional teacher training of schoolchildren (Fisher’s ratio test φ*emp in the range from 3 to 7 for the relevant indicators, positioned in the zone of significance (p<0,001)). The conclusion providesthe resume on the influence of the conditions specific to pre-professional teacher training on the development of the educational system and training results, namely: improvement of the educational process quality, integration and convergence of educational resources; professional self-identification of high school learners and others. These conclusions contribute to the theory of education and the practice of pre-professional training organisation.