PSYCHOLOGICAL AND PEDAGOGICAL TRAINING OF FUTURE TEACHERS OF SECONDARY SCHOOLS IN THE UNIVERSITIES OF GERMANY

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The purpose of the study is to identify key principles for structuring the content of psychological and pedagogical training of future teachers based on the analysis of the legal framework for professional training of teachers of secondary schools in Germany, and based on program-methodical and educational-methodical documentation of German universities as well. The author has found that the training of future secondary school teachers in German universities includes four blocks: 1) special-subject; 2) subject-didactic; 3) "Science of Education"; 4) professional and pedagogical practice. The author emphasizes the special significance of the block "Science of Education", because it reflects the content of psychological and pedagogical training of teachers. In the article it was revealed that the purpose of this block is to consider the main problems of teaching, education, and assessment of students, and the introduction of innovations based on the synthesis of knowledge in pedagogy, psychology, sociology. The basic fundamental task of the block "Science of Education" is to develop special reflective competence of future teachers. Teacher training standards for the block "Science of Education" are formulated in terms of competencies, which every future teacher should possess for the effective implementation of professional and pedagogical activities. There is a further development of the curriculum of psychological and pedagogical training of teachers on the basis of these standards. The central points of these standards are education and upbringing; profession and role of teacher; action strategies in decision-making situations; designing the learning process and learning environment; diagnostics, assessment, counseling; differentiation, integration, support; motivation for success and learning motivation; learning, development, socialization; communication, interaction and conflict management; media education; school development; research in the field of education. The author reveals two key areas of structuring the content of curricula in the block "Science of Education". The first one is based on the subject principle - through the definition of the list of disciplines and on the principle of interdisciplinarity. It provides conducting classes based on the synthesis of knowledge in pedagogical, psychological, and sociological sciences. It is proved that the interdisciplinary principle is determinative in the process of updating the content of psychological and pedagogical training of teachers in Germany.