Development Of Future Teachers Research Articles

The Impact of Coaching on Development of Transversal Skills: An Exploratory Study of Teacher Candidates in Kazakhstani Primary Education

In Kazakhstan, the development of future teachers' transversal skills is currently underemphasized in both curricula and basic educational programs. This gap poses a risk that many pedagogy graduates will lack essential transversal skills, thereby potentially reducing their effectiveness in their professional lives and hindering their career improvement. However, empirical data on the effectiveness of interventions, such as coaching, in enhancing transversal skills among future teachers are limited. This study aims to examine the impact of coaching interventions on enhancing transversal skills in future educators using a mixed methods approach. The experiment involved 100 participants and highlighted challenges such as limited knowledge of transversal skills, motivation issues in skill development, and difficulties in utilizing coaching technology effectively. However, the study findings reveal significant improvements in participants' transversal skills after implementing and testing an academic program designed for this purpose. These findings can serve as a basis for developing strategies to enhance transversal skills in university settings and inform the adaptation of educational programs focused on transversal skill development.

Peculiarities of the influence of the level of motivation for cognitive activities on the development of future teachers’ intellectual abilities

Introduction. The article considers the problem of developing Education students’ intellectual abilities at different levels of their cognitive motivation. The purpose of the study is to reveal how low and high levels of motivation for cognitive activities influence the development of the psychological system of intellectual abilities in different periods of Education students’ learning and professional activities. Materials and Methods. The study follows the system-genetic variant of the activity-based approach, which enables the authors to explain the influence of personality abilities (motivation) on the development of the abilities of the subject of the activity (intellectual abilities). The main methods employed include a survey, testing, analysis of regulatory documents and scholarly literature on the research problems. The sample consisted in 156 undergraduate students majoring in Education. Results. The authors have revealed a nonlinear nature of the influence of cognitive motivation on the development of intellectual abilities of Education students. It was found that an increase in cognitive motivation does not lead to an increase in absolute indicators of intellectual abilities and the level of general intelligence; its influence is manifested in a change in the structural organization of intellectual abilities in different periods of learning and professional activities. A high level of cognitive motivation ensures successful restructuring of intellectual abilities at the beginning of teacher training, testing new methods of intellectual activities in the middle of the degree course, optimization of the structure of intelligence at the end of studying. Thus, the influence of cognitive motivation on intellectual development is mediated by the acquisition of experience in educational and professional activities, requiring testing different methods of arranging students’ intellectual activities. Conclusions. Managing the process of developing motivation and intellectual abilities in a future teacher should take into account the complex nature of relationships between these psychological phenomena. The effect of pedagogical influence on motivation and, as a consequence, intellectual development is of a delayed nature, mediated by the acquisition of experience in solving educational and professional problems by future teachers at different stages of pursuing the degree programme.

Specifics of innovative educational environment and its influence on the development of future teachers’ innovative competence

The relevance of the study is determined by the change in views on the process of developing innovative competence of future teachers and the need to improve the innovative educational environment. Accordingly, the purpose of the study was to reveal the specific features and properties of the innovative educational environment and its impact on the process of developing innovative competence in future teachers. To implement the goal, a set of general scientific methods was used: theoretical methods – system analysis, synthesis, generalisation, and comparison; empirical methods – observational (direct and indirect observation, methods of expert assessment and self-assessment); ranking, which helped to find out the specifics of the innovative educational environment in the process of developing innovative competence of future teachers. The content of the concepts “innovation environment”, “innovation space”, “development of innovative competence”, “innovative educational environment” was analysed. It was emphasised that through participation in the work of project groups, educators and future teachers gain valuable experience in innovative and creative collective activities and have the opportunity to develop leadership qualities and innovative competence. It was established that the innovative educational environment in the context of professional training of future teachers functions as a system that creates conditions for personal development as an innovator, promotes the disclosure of creative abilities, and the improvement of innovative and professional skills, emphasising the unity and interaction of its elements. The results of the study also indicate that the professional development of future teachers is significantly influenced by the innovative learning environment, which is simultaneously developed due to the innovation activity of students. The practical significance of this study is that the results obtained can be used in future studies on the impact of information and communication technologies on the subject-subject interaction between participants in the educational process

РОЛЬ ЭТИКИ ДЕЛОВОГО ОБЩЕНИЯ В ФОРМИРОВАНИИ ДЕОНТОЛОГИЧЕСКОЙ КОМПЕТЕНТНОСТИ БУДУЩИХ ПЕДАГОГОВ

The article actualizes the problem of improving the quality of professional education through the development of future teachers’ deontological preparedness in the context of researches. Approaches to understanding the subject matter of business communication ethics and deontological preparedness are defined. The purpose of the study is to estimate the importance of business communication ethics in the development of deontological preparedness of future teachers. Theoretical and empirical methods of research were used. The theoretical analysis and the results of experimental researches have proved that one of the important standards of the quality of a teacher’s education is deontological preparedness. The development of deontological preparedness in future teachers can be considered as an effective means of improving the quality of teacher education.

ЕКОНОМІЧНА КОМПЕТЕНТНІСТЬ У РОЗВИТКУ ПРОФЕСІЙНОЇ МАЙСТЕРНОСТІ МАЙБУТНЬОГО ПЕДАГОГА

The article substantiates that at the moment of time, the state's need to solve the problem of providing economic education and forming the economic culture of a specialist, capable of changing the environment for the greater satisfaction of society's needs, is growing. In this regard, the role of economic competence in the development of professional skills of the future teacher has been determined. Economic competence has been characterized as a special type of organization of knowledge, skills aimed at economic activity, which allow an individual to solve problems and perform typical economic tasks that arise in real life situations. It has been established that the content of economic competence is: the ability to analyze and synthesize economic information; the ability to apply economic knowledge practically; the ability to adapt to new economic situations; systemic understanding of knowledge transfer (system competence); innovative abilities; moderation (ability to manage a group of colleagues, partners using administrative and management methods); the ability to integrate, encouragement to express different opinions and approaches; the ability to stimulate creative economic behavior. Groups of components in the structure of the future teacher's economic competence have been identified: fundamental (basic), functional (key) and practical, which is a systemic unity. The essence of each group of components has been revealed. It has been determined that economic competence presupposes the presence of specific skills on which its level depends. The dependence of the potential of the future teacher on the level of economic competence has been substantiated. Attention has been focused on the fact that the basis of the formation of economic competence will be the main methods and techniques that will provide an opportunity for innovative development and the formation of interest in the further improvement of both knowledge and skills. Specific methods and techniques of cognitive activity have been listed, their essence has been revealed. It has been concluded that the process of formation of professional skills is focused on the development of the personal and creative potential of future teachers, their accumulation of experience of interaction and communication when included in the real conditions of the living space. The formed economic competence contributes to the future teacher's development of analytical skills, skills in assessing the state of the economic base, and design abilities, ensuring competitiveness, adaptability, mobility to modern market relations and implementation of social and economic aspects of pedagogical activity.

WRITING IN BRAZILIAN LANGUAGE TEACHER EDUCATION: POSSIBLE ADVANCES IN FUTURE TEACHERS’ LANGUAGE CAPACITIES

This research is related to foreign Language Teacher Education based on the study of genres. It aims at investigating the types of correction used by the teacher-researcher and their role in the development of future teachers’ language capacities through writing taken as social action. It is grounded on Socio-discursive Interactionism and the procedure of didactic sequence. The data collecting was constituted by three versions of a Comment written by a future teacher in the English Language III course, during the implementation of a Didactic Sequence and the teacher-researcher’s correction types on their texts. The data analysis techniques were based on the identification of the correction types and the language capacities. Considering the three steps of writing in the didactic sequence implemented: i. initial production; ii. revising and rewriting; iii. final production and the correction types identified; this investigation presents an alternative to provide future teachers with a unique experience that can contribute to the process of English learning as well as to the student’s language capacities development.

Transnational teacher educators in internationalised higher education in the Arabian Gulf

ABSTRACT This interpretive study contributes to an understanding of the work and beliefs of transnational teacher educators in diverse international contexts. Due to their influence on the development of future teachers in their host country, and the influence of those future teachers on future generations of learners, transnational university-based teacher educators are a particularly significant, yet understudied, group of mobile academics. The study investigates, through in-depth interviews and a selection task about preferred conceptions of teaching, how ten transnational teacher educators experience and conceive of their work in higher education in the Arabian Gulf cities of Abu Dhabi, Bahrain, and Dubai. Despite diverse international backgrounds, participants in this study express common critically reflective, constructivist, and sociocultural conceptions of their work as teacher educators who are preparing future teachers to work in transformed schools in a region engaged in ongoing educational reform. They report that they explicitly model active, learning-centred strategies while coaching future teachers. They believe that their work is important for national capacity building, although they would welcome greater involvement in educational planning. They are cognisant of local cultural considerations, while noting pedagogical challenges around teaching students through English as the medium of instruction in higher education in the Gulf. This study yields understanding and provides implications for professional development and orientation programmes for transnational teacher educators migrating to work in such internationalised settings.

Developing Skill of Using Feedback in Learning-outcome Assessment for Future Teachers

Feedback is an integral part of students’ learning-outcome (LO) assessment. To ensure that students understand what they did well and what needs improvement, teachers must give them clear and detailed feedback on their accomplishments and shortcomings. Therefore, in teacher training, it is essential to help Future Teachers (FTs) have the skill of providing and using feedback (feedback skills) in LO assessment (besides skills in teaching, building assessment tools, organizing learning activities, scientific research, ...). This study aims to identify the factors that affect feedback skills in LO assessment of FTs, thereby providing measures to develop this skill in FTs. This study uses a quantitative research method and a questionnaire design as a data collection tool. Simultaneously, the study uses the impact method to assess the FTs’ changes in the performance of skills before, during, and after the training process. The results show that the main factors affecting the development of FTs’ feedback skills are: classroom experience; feedback culture; pedagogical training; mentorship; confidence. While there are four types of feedback: Feedback about the task; the processing of the task; self-regulation; self as a person. When testing the impact on developing FTs’ feedback skills, the results also show the effectiveness of the feedback skills training process based on experiential learning. The process consists of 4 stages: Concrete experience, reflective observation, abstract conceptualization, active experimentation. This study has theoretical and practical implications for educators of pedagogical universities in training feedback skills in LO assessment for teachers and FTs.

FORMATION OF FUTURE TEACHERS’ ORGANIZATIONAL RESEARCH SKILLS: CURRENT STATUS AND CHALLENGES

The article, based on the study of scientific sources, substantiates the relevance of the problem of forming students' organizational research skills. It is noted that organizational skills belong to meta-subject skills. It is claimed that organizational skills are necessary for students in the process of studying academic subjects, in extracurricular cognitive activities, self-education, and research activities. The importance of students' organizational skills during online learning is highlighted. The results of the study of the formation of organizational skills in future teachers and their readiness to carry out research activities are presented. The assessment of the degree of importance of organizational research skills for future teachers was revealed. The experience of research activities of future teachers, acquired during school studies, is clarified. The ways of solving the problem of formation of organizational research skills in future teachers are outlined. 42 students of higher education (013 Primary Education and 014 Secondary Education (English)) of Zhytomyr Ivan Franko State University participated in the study. The following questionnaires developed in Google form were used: "Self-assessment of the level of organization", "Organizational research skills". The results of the diagnostic study are summarized: the level of formation of organizational skills can affect the student's emotional state; insufficient focus of teachers' actions on the formation of students' organizational research skills was revealed; the list of types of research work of students at school is limited. It was concluded that the process of training future teachers for the formation of students' organizational skills requires solving the following tasks: formation of students' skills of self-organization of work; the development of future teachers' competence to form organizational skills in students of general secondary education institutions.

English Teachers’ Beliefs About Multilingual Awareness in L3 Learning and Their Teaching Practice in Chinese EFL Context

Abstract Teachers’ beliefs toward multilingual awareness in target language learning play a significant role in shaping learners’ attitudes to language awareness, affect learners’ linguistic behavior and teachers’ teaching practice. Therefore, the present study was aimed to explore English teachers’ beliefs about Inner Mongolian university students’ multilingual awareness in L3 learning and their teaching practice in Chinese EFL context. One hundred English teachers from six universities in Inner Mongolia, China, participated in this investigation. The data was collected through a questionnaire and teacher interviews. The results indicate that English teachers hold positive attitudes to multilingual awareness in general; however, there are belief differences between Mongolian and Han teachers; there exist discrepancies between English teachers’ beliefs about multilingual awareness and their teaching practice, and social-cultural environment, family language policy, teacher identity, learning experience, teaching materials, and, more importantly, teachers’ lack of awareness of fostering learners’ multilingual awareness lead to the discrepancies. The present research highlights the necessity of raising teacher awareness of cultivating multilingual awareness in future teacher development and emphasizes the significance of exploring the potential cognitive advantages of multilingualism in promoting L3 learning and developing English learners’ multilingual competence in the EFL context in China.

Socio-Cultural Educational Environment of University as a Factor in the Development of Future Teacher’s Polysubjectness

The relevance of the research stems from the change in the role of a modern teacher, the transformation of the value foundations of the teaching profession, the complication of the teacher’s competencies. The process of professional training of a future teacher at university inevitably focuses on the development of his multidimensional subjective activity, which is characterized by the ability to choose options for achieving educational results, building life and professional prospects on their basis. In the context of modern scientific research, the concept of “teacher’s personality polysubjectness” is highlighted. An important factor in the development of the future teacher’s personality polysubjectness is the socio-cultural educational environment of university. The purpose of the study was to analyze the influence of the components of the socio-cultural educational environment of the university on the development of the future teacher’s polysubjectness. Methods of theoretical analysis, synthesis, generalization, self-assessment, and questionnaire were used in the work comprehensively. The research sample consisted of 328 1st-5th-year students of the Pedagogical Institute of the Belgorod National Research University majoring in “Pedagogical education”. Data collection was carried out in the 2020-2021 academic year. The reliability of the results was checked by methods of mathematical statistics (nonparametric Mann-Whitney test) using the IBM SPSS Statistics software package. Qualitative analysis of students’ reflexive judgments was also applied in understanding the phenomenon of polysubjectness and the role of university’s educational environment in its development. As a result of empirical research, it has been established that the multidimensional socio-cultural educational environment of the university is a determining developing factor influencing on changes in the structure of the future teacher’s personality polysubjectness. The university’s educational environment has the greatest influence on such components of polysubjectness as the ability to interact, emotional intelligence, situational leadership.

SEMIOTIC POTENTIAL OF TEACHER EDUCATION

Abstract. Despite the considerable number of studies dealing with the semiotic aspects of education, none show the full semiotic potential of pedagogical education. This study presents the hierarchies of sign systems and their application in the training and development of future teachers. The use of A.B. Solomonik’s pyramid of sign systems to determine the semiotic potential of pedagogical education is particularly relevant. In this context, two goals of pedagogical training are considered. The first one is to use the sign systems of the given classification to identify the contents of the subject mastered by future teachers and use them for pedagogical interaction. In this case, semiotic research is developed in three directions: the semiotics of visualization of the content of school subjects; semiotics of visualization of the teaching process based on modern possibilities of technical means of education and information and communication technologies; and semiotics of pedagogical communication (internal and external). The second goal defines the prospects for using the presented semiotic pyramid for cultivating a general professional culture for student teachers. However, as a science, education does not have formalized first and second-order systems within the given classification. In this study, stereotypes (perceptions, images, behaviors) that determine the dynamics of a future teacher’s education and development function as units of sign systems. The development of stereotypes of pedagogical culture in future teachers determines their professional and personal progress, and the emergence and dynamics of innovative solutions. The characteristics of the four-level sign systems are given 1) Natural Sign Systems. These are elementary representations of interaction between student and teacher, reflecting life experiences made before the beginning of professional education. 2) Image Systems. These are stereotypes about the school education system held by applicants to the pedagogical universities. Stereotypes have both positive and negative characteristics. 3) Linguistic Systems. Verbal texts contain theoretical information about a particular area of professional culture and presuppose that each student acquires it individually (lecture material, traditional learning assignments, homework). A semiotic model of learning is manifested. The teacher gives a theoretical introduction to pedagogical paradigms – meta stereotypes of pedagogical perceptions and behaviors through language systems. 4) Writing systems. This level of sign systems includes written texts (documents) reflecting pedagogical systems and technologies, educational programs, and standards. A certain role in the formation of stereotypes among teachers is played at this level by the lists of competencies and professional functions defined by educational and professional standards. A different approach to personal and professional development implies a practice-oriented educational system developed through the continuous exercise of job-related tasks. In this sense, teacher training should reflect professional activity with the broader perspectives of synergy.

HIGH LEVEL OF INFORMATION CULTURE THE FUTURE TEACHER AS HIS BASIS CREATIVE ACTIVITY

The ways of development of future teacher’s information culture as a basis of his creativity are being analyzed in the article. The operations with the received information are being considered and their main role in forming of teacher’s information competence is being underlined.

Prerequisites for the formation of the readiness of future teachers to work in an inclusive educational environment

The article examines the prerequisites for the formation of the readiness of future teachers to work in an inclusive educational environment. The research is based on the hypothesis that future teachers express their attitude to inclusive education through the prism of their existing socio-pedagogical experience. The purpose of the article is to identify the prerequisites for the formation of the readiness of future teachers to work in an inclusive educational environment based on existing socio-pedagogical experience. Methodology and methods of research. The article presents the results of two studies conducted in the spring of 2018 and in the spring of 2022 in order to identify the attitude of future and current teachers to inclusive learning. The study was conducted by the method of questioning randomly selected groups of future teachers, teachers of secondary schools, teachers of institutions of secondary vocational education and university teachers and allowed to identify the attitude of respondents to inclusive education. The conclusion concludes that it is necessary to purposefully systematically train teachers to work with children with special educational needs and opportunities. Such training can be carried out as part of the study of specialized academic disciplines, involvement in social design, which contributes to the development of future teachers to develop the competencies necessary for successful professional activity.

POLYASPECTITY OF PROFESSIONAL TRAINING OF GIFTED FUTURE TEACHERS

The problem of development of gifted future teachers, in particular in the process of professional training is little studied. The article analyzes research on the essence and content of the concept of "talent". Based on certain interpretations, the author's understanding of the giftedness of the future teacher is highlighted. Characteristic features of giftedness are determined by J. Guilford and E. Torrens. On the basis of the highlighted features of giftedness according to A. Marchuk and I. Hudym, and based on their own experience, the characteristic features of giftedness of future teachers are determined. The typology of gifted people who have common views is analyzed: according to V. Shchors (artistic, social, intellectual, sports giftedness) and D. Bohoiavlenska (explicit and implicit, potential and actual, early and late, general and special giftedness). The main functions of giftedness are successful adaptation to the surrounding world, finding solutions in all situations, especially in unpredictable ones that require creative thinking. The training of gifted future teachers should be carried out according to a predetermined individual plan, which takes into account the mental, psychological and physical abilities of the gifted future teacher. The methods of determining gifted future teachers, which can be taken into account when conducting diagnostic techniques, are indicated. The author singles out the ways of development of gifted future teachers in the process of their professional training: problem-based learning, application of modern digital technologies, use of creative methods, creation and realization of success situation, individual orientation, variety of forms and methods of teaching. It is noted that most of the development of gifted future teachers occurs during research work. The author emphasizes the need to take into account all components of the talents of future teachers for effective and comprehensive development of future teachers, including: communication, intelligence, practicality, aesthetics, spirituality, emotionality, social significance, responsibility, motivation and individuality. Gifted future teachers are of great social importance: it is important to enable the discovery of the potential of gifted students, as well as the formation and development of their abilities. The quality development of the future generation depends on the professional activity of gifted future teachers.

Development of professional creativity of future teachers (Based on comparative research in Ukraine and Poland)

The article outlines the essence of professional creativity in pedagogical activity. The teacher’s creativity is described as a complex of intellectual and personality characteristics of the individual, contributing to the independent generation of original ideas and their non-traditional solution. On the basis of comparative experimental research, the level of non-verbal creativity of future teachers of the bordering regions of Ukraine and Poland was revealed in the paper. According to the results of the diagnosis of non-verbal creativity (Torrens methods), the authors conclude that a significant proportion of Ukrainian and Polish students are not able to produce a sufficient number of original ideas in a minimal verbalization (for example, most of the future teachers had the average (47.3% in Ukraine, 45.8% in Poland) and low (respectively 18.7% and 25.8%) levels of non-verbal creativity based on the index of originality). It is emphasized on the need to focus the content of higher education on the development of future teachers’ ability to seek out non-standard options in organizing the pedagogical process, creative modeling of lessons and educational activities, the creation and implementation of original pedagogical ideas, authoring techniques, etc.

Features of a prospective teacher’s professional formation in the educational environment of a pedagogical university

The paper considers the concept of professional formation and its projection on the professional training and professional activity of the prospective teacher through the concepts of formation and development. As a result of the analysis of existing views on the phases, stages and periods of professional formation, the main ones were identified, which are due to the time frame the period before choosing the institution where professional training will be carried out, the actual professional education and the period of it. Having analyzed the set of competencies (subject, general pedagogical, professional-communicative, managerial, innovative, reflective) provided by the Federal State Educational Standard in relation to the teachers profession, as well as referring to the models of Hard-skills and Soft-skills, we identified indicators (skills) of the professional development of the prospective teacher and invited the 3rd-year students of the Institute of Russian Language and Literature of the Volgograd State Socio-Pedagogical University to evaluate these skills in the order of their significance. The assessment was carried out on a 5-point scale, where 1 point is an absolutely insignificant indicator, 2 rather insignificant, 3 rather significant, 4 significant, 5 very significant. As a result, we were able to build their gradation and divide them by areas, as well as allocate 3 levels in the process of professional development. Taking into account these levels, we considered how the educational environment can influence the professional development of future teachers through educational, extracurricular activities and through the environment.

Role of Technology during the COVID-19 Pandemic: The Case of EFL Online Teaching Placements

The Coronavirus 2019 pandemic has undeniably changed the educational scenario around the world. With schools and universities closing until further notice, initial teacher education had to be moved from a traditional setting to an entire online environment, making technology the fundamental support for its development. Considering that the current health emergency uncovered the scarcity of practice and empirical research about online teaching placement, this study aims to examine the use of technology as the pivotal tool that allowed EFL student teachers to continue learning to teach during the COVID-19 pandemic. Fourteen Chilean EFL student teachers undertaking their teaching experience remotely participated in this interpretative case-study. Data was collected through a semi-structured interview at two different points of their online teaching experience, and it was analysed using thematic analysis as a framework. The results show that adaptations to technological teaching strategies affected prospective teachers’ development of teaching skills. Nevertheless, this online placement prompted the interest and motivation to search and discover new technological tools to enhance school learners’ learning process, especially in a context where access to technology cannot be afforded by everyone. Student teachers also acknowledged that this once-in-a-lifetime experience would potentially contribute to their technology literacy and their future teacher development. As this health emergency has affected the education sector worldwide, implications for teacher education providers that have faced this transition in multiple contexts are discussed.

METHODICAL COMPONENT OF THE SYSTEM OF DEVELOPMENT OF DIGITAL COMPETENCE OF FUTURE TEACHERS OF THE HUMANITARIAN PROFILE

The development of digital competence of new generation teachers is a priority of a modern higher education institution. It is important in this context to develop a methodological component of the system of digital competence development of future teachers of humanities, which will determine the goals, content, methods, forms and means of digital competence development. Therefore, the aim of the article is to substantiate the methodological component of the model of development of digital competence of future teachers of humanities. The study analyzes the international framework of digital competence for citizens, in particular the framework of digital competence DigCompEdu, UNESCO standards “UNESCO ICT Competency Framework for Teachers. Version 3”, which reflects the latest technological and pedagogical advances in the use of ICT in education. It is important to describe the digital competence of the pedagogical worker, which includes the requirements to a humanities teacher and a set of skills to acquire, as well as the levels of digital competence of a pedagogical worker. A new Digital Education Action Plan (2021–2027) has been substantiated, outlining the European Commission's vision for high-quality, inclusive and accessible digital education in Europe. In the context of the study the analysis of the Concept of development of digital competencies adopted in Ukraine in 2020, the ways and means of solving the problems outlined in the document and the expected results are very important. The action plan for the implementation of the Concept of development of digital competencies includes regulatory, scientific and methodological, information support, deadlines and performance indicators. The described methodical component of the system of digital competence development of future teachers of humanities is developed in accordance with the European framework of digital competences, the concept of digital competence development and the description of digital competence of a pedagogical worker. This system is focused on application in the system of higher education. The methodological component of the system of development of digital competence of future teachers of humanities, which is carried out in the digital educational environment of Ternopil Volodymyr Hnatiuk National Pedagogical University, has been also substantiated.

Reconstruction of social environment influences on the development of future teachers’ citizenship competencies

It is presented the results of the empirical study on the social environment influences on the development of future teachers’ citizenship competencies. It is reconstructed the structure and determined the modality of the direct, indirect, and mediated forms of the environment influence aimed at restriction, motivation, and approval of citizenship practices. It is found that the mediated forms (facilitation, encouragement, approval, support, celebration, recognition, etc.) prevail in the structure of the environment influences. These forms are not oriented toward practice correction or development. It is significantly more seldom that the environment uses the direct (restriction by norms, rules, regulations, judgments, customs), and indirect (motivation by prompting, explanation, clarification, specification, providing arguments, reinforcement) influence forms, which have much stronger development potential. There are analyzed the peculiarities of the environment influences on establishing citizenship practices relating to different groups of competencies: value, motivational, relational, cognitive, and identification ones. The direct influence forms by their orientation and modality often do not meet the criteria of the developing environment, which particularly refers to the restriction of such practices as openness; law obedience, and reporting; trust; confrontation’s and extreme judgments’ avoidance. At the same time, it is turned out to be a small segment of the motivational influences which stimulate the critical attitude to information, trust to government institutions and authorities, avoidance of confrontation, refusal from the «common good to one’s own benefits» idea, and from domination. Among those that meet the criteria of the developing environment in the best way are the influences oriented at the establishment of citizenship self-identification practices, values of solidarity, and self-organization to solve common problems. The future research will focus on the determination of the directions and means of adjustment of the environment influences in order that their character and structure may better meet the developing environment criteria