PREPARATION OF FUTURE TEACHERS TO THE IMPLEMENTATION OF NEW PEDAGOGICAL APPROACHES IN THE CONDITIONS OF THE RENEWED CONTENTS OF SCHOOL EDUCATION

Abstract

The relevance of the research issue is caused by the transition to the 12-year educational period at school and insufficient elaboration of the theoretical and scientific-methodical support of the preparation of future teachers to the implementation of new pedagogical approaches in the conditions of renewed standards of general education. So, the objective of the paper is to develop the structure-conceptual model for preparation of future teachers to the implementation of new pedagogical approaches in the conditions of renewed contents of the general secondary education in the aspect of the system-activity approach providing an opportunity to consider the ways the future teachers may independently design their cognitive capacities by their own actions in the process of practice. The leading research method is modeling that allows designing the process of preparation of future teachers to the implementation of new pedagogical approaches in the 12-year school period based on analysis, synthesis, surveys, observations, experiment, processing of the results with the methods of mathematical statistics. The paper presents the structure-conceptual model for the preparation of future teachers to the implementation of new pedagogical approaches in the conditions of renewed contents of school education, reflecting the stages, contents, targets, tasks and expected results of the experiment, as well as the value-based motivation, contents and process components, criteria and possible levels. The implementation of the model implies the professional testing of future teachers in the professional activities in the conditions of renewed standards of general education at school and is focused on testing of the scientific-methodical support and the support of their preparation process to the implementation of new pedagogical approaches. The materials of the paper imply the practical significance for the university teachers of the pedagogical specializations.