Situational Approach To The Preparation Of Teachers Of Professional Training In Universities

Abstract

Modern education processes are characterized by a variety of situations that can arise spontaneously and be created purposefully. One of the results of teacher training in universities that is defined by the federal state standards of higher education is the ability to perform professional and pedagogical functions to ensure the effective organization and management of the pedagogical process to prepare workmen, employees and middle-level professionals. The methodological basis for the development of this ability is a situational approach that requires repeated correct implementation of teachers actions in typical professional and pedagogical situations, situations of increased complexity, as well as in non-standard and unforeseen situations. The article provides theoretical analysis of the problem in the domestic and foreign scientific pedagogical literature regarding the competences of future teachers that are built in a university and that are related to the analysis of professional and pedagogical situations, the justification and modeling of their own actions. The authors characterize educational cases in the disciplines of the professional bloc (pedagogy and psychology) as a means of forming future competencies for professional training related to the analysis of professional and pedagogical situations, substantiation and modeling of teachers actions. Specificity, structure, types, forms of presentation of educational cases on pedagogy and psychology are defined. The results of experimental research are presented, which testify to the effectiveness of applying the situational approach to the training of future teachers in the university.