Development Of Pedagogical Education Research Articles

Transdisciplinary understanding of the fundamental and practice-oriented nature of pedagogical education

Relevance. Increasing of fundamentality and practice-oriented nature are two important strategies for development of pedagogical education at the present stage. Fundamentalization ensures the formation of deep basic knowledge system, defines a holistic scientific picture of the human world. Practice orientation is revealed through a prism of gaining experience in the course of various activities, the willingness of a person to productively increase and use his or her knowledge and methods of activity to solve problems arising in the reality, orientation towards continuous self-education and self-development. The aim of the article is scientific substantiation of transdisciplinarity as a strategy for bringing together the fundamentality and practice-oriented pedagogical education at the present stage. Methodology and methods. The methodological basis of transdisciplinarity is based on the ideas of a synergetic approach. The ideas of the praxiological approach are used in determining the essential characteristics of pedagogical actions success in terms of improving the quality of professional training for teachers. The professional training of future teachers to solve comprehensively set real tasks based on the formed knowledge system and acquired experience is focused on the concept of an activity-based approach. The results of the study. The results are presented by the scientific substantiation of the integration of the fundamentality and practice-oriented training for future teachers on the basis of a transdisciplinary strategy, the definition of conditions for the formation of transdisciplinary thinking among teachers, the development of practical skills and skills for solving complex problems through the prism of diverse knowledge and methods of activity: the inclusion of teachers in project, research, experimental activities, the organization of continuing education, strengthening the nonlinearity of the development in the educational system and ensuring disciplinary flexibility, reflexive understanding of the results for activities based on the consideration of praxiological knowledge to ensure the success of pedagogical actions. Conclusion. A teacher can carry out labor pedagogical actions effectively, efficiently, technologically and safely using the pedagogical education based on a transdisciplinary basis, in close interaction of deep fundamental knowledge acquired through direct practice of skills and experience, as well as using praxiological knowledge based on an understanding of the general theory of successful activity. The presented results can be used in the development of educational programmes for pedagogical bachelor’s degree and programmes of additional professional education based on the capabilities of the digital learning environment.

The influence of socio-economic factors on the effectiveness of continuous pedagogical education in the Republic of Austria

The proposed article deals with the development of the system of continuous teacher education in the conditions of the Austrian market economy. The author emphasizes the importance of studying the Austrian experience of the interaction of higher education with the labor market in order to reconsider the mechanisms and models of state influence on the policy of employment of teachers. It was determined that the purpose of this article is to analyze and generalize the socio-economic factors that shape the demand of young and experienced teachers for training within the concept of continuous education in the educational space of the Republic of Austria. The tasks are to determine the main stages of the development of continuous education in the countries of the European Union, in particular the Republic of Austria, from the beginning of the Bologna process until today; identify the leading trends in the development of the Austrian labor market and their impact on the supply of specialists with higher pedagogical education; substantiate the main imperatives of regulating the training and employment of future teachers in the Austrian economy. The author characterized the ways of ensuring the continuity of the development of pedagogical education in the Republic of Austria. Attention is focused on the need to introduce innovative forms of organizing professional training and improving the qualifications of pedagogical workers. An analysis of the labor market in the Republic of Austria was carried out regarding the demand for specialists in fields of pedagogy and their remuneration. It was found out that the effectiveness of personnel policy and provision of opportunities for professional development of pedagogical workers are somewhat lower than for other specialists with higher education. Factors stimulating teachers’ interest in career and professional growth through various forms of continuous education are singled out. The conditions for increasing the competitiveness and optimizing the potential of teachers as subjects of the labor market have been determined. It was concluded that the Republic of Austria has a positive experience of professional training of teachers in the system of continuing education, however, it needs new approaches to forecasting the needs of the labor market for specialists with higher pedagogical education in order to create a competitive environment in the education industry in the modern world.

PUBLIC ADMINISTRATION OF THE QUALITY OF PROFESSIONAL PRE-HIGHER PEDAGOGICAL EDUCATION

The article analyzes the concepts of the quality of education and the quality of professional pre-higher pedagogical education in the context of different approaches to the definition, both from the side of the legislation and in the context of several fields of knowledge (in particular, public administration and pedagogy). The author emphasizes the role of the state in the management of pedagogical education and examines the influence of other subjects of management, reveals the importance of ensuring the continuous improvement of the quality of education, focuses on the development of the quality of pedagogical education as a basis for sustainable development of the country. In the course of the study, the development of the problem of the quality of professional pre-higher pedagogical education was updated and it was established that there is no strategy for the development of this component of education in Ukraine, which is a significant obstacle for public administration in accordance with the pressing issues. In order to determine the priority directions for the development of the quality of professional pre-higher education, the article analyzes the regulatory and legal field within the defined issues, namely: The National Strategy for the Development of Education of Ukraine, Laws of Ukraine «On Education», «On Vocational Pre-Higher Education», Concept of the Development of Pedagogical Education. During the analysis, the key advantages and disadvantages of the existing legal regulation were identified. Special attention in the article was paid to the Law of Ukraine «On Professional Pre-Higher Education» and the chapter on ensuring the quality of professional pre-higher education. A detailed analysis of this system confirmed its integrated nature, which combines not only internal aspects of quality control and assessment of professional pre-higher education, but also external mechanisms that contribute to objective assessment and maintenance of education quality standards. On the basis of the analyzed materials, the author developed the stages of the process of quality management of the professional pre-higher education, identified the advantages and disadvantages of quality provision of the professional pre-higher education, and proposed ways to improve it.

LEGISLATIVE BASE OF PREPORATION OF THE FUTURE EDUCATORS FOR THE CHARITABLE ACTIVITY IN UKRAINE (90s of the 20th century – the beginning of the 21st century)

The article is devoted to the normative and legal background of training future teachers for charitable activities in Ukraine (90s of the XXth century - the beginning of the XXIst century). He Law of the Ukrainian SSR «On Education» (1991) was analyzed; the Law of Ukraine «About the charitable activity and charitable organisations» (2012). «State national program «Education» («Ukraine of the XXIst century») (1993), «National Doctrine of Education Development», Laws of Ukraine («On Vocational and Technical Education» (2012), «About higher education» (2014), «About Education» (2017), «About complete general secondary education»(2020)); The National Strategy for the Development of the Education System in Ukraine for 2012-2021, Concept of development of pedagogical education (2018); The order of the Ministry of Education and Science of Ukraine «On approval of the Regulation on the certification of teaching staff» (2022). The main provisions of the Pedagogical Constitution of Europe (2013) are analyzed, which are based on important axiological components related to the orientation of the educational process in higher education institutions to achieve the highest moral and spiritual development, and the potential opportunities of individuals, determined by the assimilation of universal and national values; consist in ensuring the psychological and pedagogical conditions for the identification, development and realization of cognitive independence and meaningful and creative self-activity of the individual, his formation as the creator of his own life, capable of prognostically making a conscious choice and being responsible for actions, deeds, as well as adequately, mobilized and competently responding to changes , life's challenges and constantly self-improvement and success, namely: basic pedagogical values (tolerance, democracy, peace, environmental safety, human rights and solidarity, mercy and conscience, responsibility); the main tasks of teacher training (forming the ability for practical educational activities as a dynamic combination of ethical values and cognitive, metacognitive, interpersonal and practical abilities and skills, knowledge and understanding); the main competencies of the individual, which are outlined not only by awareness, but also by the level of intelligence, will, abilities, values, etc.; the main strategies of the successful activity of the teacher, among which: authenticity, originality, visualization of knowledge, democracy, dialogicity, research, integrativeness, constructivism, leadership, personal orientation, consistency, reflexivity, ability to develop, social orientation, reliance on relevant experience, cooperation, purposefulness; axiological component of practical training of future teachers; academic mobility, which contributes to the formation of cross-cultural values, tolerance and willingness to cooperate.

The Faculty of Education at Trakia University – St. Zagora, and its 20th Anniversary – Inheritor of Traditions, Self-assertion and Future

The following article traces and examines the development of pedagogical education in Stara Zagora, the establishment of the Faculty of Pedagogy, its assertion, innovation and future. The academic staff, the specialties, the number of students and the budget of the faculty are analysed. Special attention is paid to the gradual accreditation of professional fields, bachelor's, master's and doctoral programmes.

Pedagogical education in Kazan in the 1920s–1930s and the activities of S.P. and D.P. Shestakovs

The article examines the development of pedagogical education in the 1920s–1930s on the example of historical education. During this period, historical education was concentrated at the Eastern Pedagogical Institute, where there were two departments of Russian history and general history. The initial curriculum was similar to that of the History Department of Kazan University, but later it was reworked in accordance with new trends in the teaching of historical and social sciences. The publication of the decree "On the teaching of civil history in schools of the USSR" of the Council of People’s Commissars and the Central Committee of the All-Union Communist Party of Bolsheviks dated by May 26, 1934 in the Eastern Pedagogical Institute marked a return to a specific history in a systematic presentation and chronological sequence, which led to a new restructuring of historical education. All these twists and turns influenced the development of historical science in the country as a whole: the subject of research has changed, their intensity has decreased, many works have not been published. In this regard, the activities of Kazan professors S.P. and D.P. Shestakov are of interest. During this period, S.P. Shestakov tried to preserve historical education in Kazan, actively participating in the discussion of reforms, as well as offering new courses in connection with the establishment of Marxist methodology. He is quite actively published during this period, participates in the work of the Academy of Sciences. D.P. Shestakov took the changes more negatively and paid more attention to creative activity (he was a poet), although he continued to teach.

From a teacher’s to a pedagogical institute: the historical experience of teacher training in Yelabuga in the early 1950s

The paper reveals one of the stages of the development of pedagogical education in the Elabuga Institute (branch) of the Kazan Federal University. Based on archival materials, the author analyzes the reorganization of the Yelabuga Teachers' Institute into the Yelabuga State Pedagogical Institute in 1953. The sources allow us to identify the teaching staff, the level and quality of education at the institute, to characterize the cultural and educational space of the institute. Source analysis makes it possible to show what requirements the Ministry of Education of the RSFSR imposed on the quality of training of Soviet pedagogical staff, what was the status of the faculty members of the Yelabuga Institute, the level of material facilities of institutes, what financial support from the state students received, how the work of teaching staff was evaluated, how the daily life of teachers and students was presented.

РОЗВИТОК МОРАЛЬНО-ЕТИЧНОЇ КУЛЬТУРИ МАЙБУТНІХ УЧИТЕЛІВ ІСТОРІЇ В ОСВІТНЬОМУ СЕРЕДОВИЩІ ЗАКЛАДУ ВИЩОЇ ОСВІТИ

In modern times, when the Ukrainian education system is undergoing reforms and integration into the European educational space, the important problem of preparing highly qualified teachers arises. To successfully implement the conceptual principles of the development of pedagogical education, it is necessary to activate the task of forming moral qualities in future teachers as examples for the imitation of moral behavior in the younger generation. Future teachers should become ethical authorities for their students and pupils, so it is important to ensure their readiness for systematic work on improving their own moral sphere. Solving these tasks requires activating the process of forming a moral and ethical culture in future teachers. Optimization of the educational process in the preparation of the younger generation, which should be worthy of the idea of building an open, humane democratic society, is impossible without solving the problem of improving the professional and moral-psychological training of the teacher for pedagogical activities. The necessity of improving the system of moral education in educational institutions, which plays an important role in improving the moral state of society, is undeniable. However, achieving this goal is only possible through the improvement of the process of formation of the moral culture of future teachers, who are potential representatives of the intellectual and managerial elite. Given that morality and ethics have real power that can change the situation to the same level as a concrete action, this becomes a necessary condition for success in improving the moral situation in society. The moral and ethical culture is of great importance for personal development as it promotes the formation of moral values and behavioral norms that are essential in the life of every individual. Special attention is given to the use of interactive teaching methods, which allow students to actively participate in the learning process and develop moral and ethical qualities. The article emphasizes the need to improve the qualifications of teachers in the issues of moral and ethical education of students. To achieve this goal, special seminars and trainings are necessary, which will help teachers better understand the problems and work more effectively with students. Overall, the article is dedicated to the pressing problem of forming moral and ethical culture of future history teachers, which is an important element of the professional preparation of educators. It contains important recommendations and practical advice for teachers and students who are preparing for future pedagogical activities.

PREPARATION OF TEACHERS BASED ON UNIFORM APPROACHES TO THE CONTENT AND TECHNOLOGIES OF ORGANIZATION OF THE EDUCATIONAL PROCESS IN HIGHER AND SECONDARY PEDAGOGICAL EDUCATION

The article deals with topical issues of creating a unified educational space in which the synchronization of teacher training at different levels of education is ensured based on preserving and developing the best traditions of Russian pedagogical education. The highlighted and characterized achievements of domestic education in terms of values, content and pedagogical technologies represent the core of pedagogical education, which becomes an instrument of systemic transformation of education at a new stage of its development. The Core of pedagogical education, devel- oped and approved for higher pedagogical education and secondary vocational pedagogical education, determines the directions of development of pedagogical education that meets the challenges of a new technological way of social development, synchronized with both the forecast demands of the developing Russian education system and the growing educational needs of the students themselves.

PSYCHOLOGICAL-PEDAGOGICAL AND PRACTICAL MODERN TEACHER TRAINING: RESULTS OF THE MONITORING STUDY

The article presents the results of the monitoring study on the issue of practical training of future teachers in higher pedagogical education institutions in Ukraine. The study is conducted by scientists of the Department of Content and Technologies of Pedagogical Education of the Ivan Zyazyun Institute of Pedagogical and Adult Education of the National Academy of Pedagogical Sciences of Ukraine in 2020-2022 within the framework of the research work "Substantiation of the content and methods of practice in higher pedagogical education institutions" (РK 0120U100228). The peculiarities of legislative regulation of practical training of future teachers in Ukraine are revealed. It is presented in the main provisions of the Concept for the Development of Pedagogical Education in Ukraine, Professional Standards of Teacher, Professor, Higher Education Standards, National Qualifications Framework, etc. The article describes the specifics of the organization of practice in higher pedagogical education institutions in correlation with psychological and pedagogical training at the bachelor's, master's, and doctoral educational levels. It indicates the quantitative and qualitative changes in the practical training of specialists in the pedagogical specialty based on the analysis of educational and professional, educational and scientific programs for 2016-2022; outlines the negative aspects of its organization in modern conditions. Modern challenges in conducting various types of practice in higher pedagogical education institutions are identified. They are the following: the need to update the regulations on the organization of practice in teacher training, lack of adequate funding, discreteness of pedagogical partnership, insufficient resources for conducting practices in the context of mixed and distance learning, etc. Recommendations for improving the organizational principles of practice in the training of future teachers at the legislative, regulatory, managerial, and organizational levels are summarized.

Problems of Methodological Training of Undergraduates in Geographical Education

The problem of improving the methodological training of undergraduates (training area – 44.04.01 Pedagogical education, focus – “Geographical education”), is relevant at the present stage of multi-level pedagogical education development. The relevance is determined by the existing contradiction between the fact that master’s programs are a further continuation of the education of bachelors – future teachers of geography, on the one hand, and on the other hand, any person with a higher education can enroll in a master’s program in this area. Therefore, in one group of undergraduates, specialists and students who are fully prepared in terms of subject and methodological training, who do not have a basic geographical, and, most importantly, pedagogical education, study. Based on this, for some undergraduates, the process of actual improvement of methodological readiness for professional activity is carried out, and for the rest, this mechanism of professional development is just beginning. This article discusses attempts to resolve the indicated contradiction, to determine ways to solve the problem by designing a system of methodological training, consisting of a number of disciplines, each of which forms a number of competencies, both universal and general professional and professional, which are particularly important. This system is distinguished by a variety of organizational forms and teaching methods; special attention is paid to modern technological approaches, such as modular, project-based learning, rating assessment of control and evaluation of learning outcomes. All this, taken together, makes it possible not only to carry out the process of leveling the level of training of all undergraduates, but also to raise it to a higher level. The research methods comprised a theoretical and empirical complex – a system – structural analysis, a comparison of educational and regulatory documentation and scientific and pedagogical literature on the problem of multi-level methodological training of students in the direction of Pedagogical education, long-term supervision of students in classroom and extracurricular activities.

The use of distance learning technologies in preparing students (future biology teachers)

The current stage in the development of pedagogical education in the world is characterized by a special intensity and scale of transformations due not only to the urgent tasks of forming a young personality, but also to the involvement of the education system in the world integration processes taking place in the context of informatization and globalization. The purposeful acquisition of knowledge, skills and abilities by future biology teachers, an orientation towards the development, development and implementation of effective mechanisms for its formation is an important component of education. The global educational community is faced in 2020 with a global challenge caused by the pandemic caused by the spread of the SARS-CoV-2 coronavirus. The governments of most countries were not ready for such a large-scale pandemic; their practical measures were formed on a situational basis. To counter the spread of COVID-19, educational institutions have been temporarily closed almost all over the world. The purpose of the article is to study the features of the implementation of the distance education system in the process of teaching students - future biology teachers, including the study of the main advantages and disadvantages of this process. For this, the methods of theoretical research of specialized literature were used.

Development ofpedagogical education in theKuban and Adygea in 192

The article examines the content, forms and results of the development of pedagogical education in the Kuban and Adygea in the 1920s on the basis of a wide range of factual material in the context of solving state problems and developing the local socio-cultural environment. On the basis of the research, the authors have concluded that during the investigated period there was no need to talk about the existence of planning principles and a certain system in its organization. In the course of implementing the guidelines of the central authorities for the training of socialist teachers, real local conditions were not taken into account: the low level of literacy of the population, the lack of the necessary financial, material basis, trained personnel and experience in relevant organizational work. The class selection aimed at its proletarianization had a negative effect on the qualitative level of new teachers. As the main result of the development of teacher education, the acquisition of organizational experience necessary for large-scale planned training of personnel, which has been unfolding since the early 1930s has been noted.

Pedagogical education at the university: from a single standard to methodological diversity

The article discusses the problems of modern higher pedagogical education in the context of the Declaration of the basic principles of the implementation of pedagogical education programs by higher educational institutions, presented at the meeting of the Council of the Russian Union of Rectors in June 2021 at Lomonosov Moscow State University. The article shows the influence of tendencies of standardization associated with the centralization of the higher education system on the development of Russian higher pedagogical education as well as the trend of democratization, reflecting the process of autonomization of universities that train future teachers. The ways of development of pedagogical education internationalization in Russian universities are proposed, taking into account the complication of the geopolitical situation in the modern world. The features of educational work at the university are considered, which, in the conditions of information diversity is aimed at forming information and civic culture among students, which allows reduction of the negative impact of various sources of information placed on the Internet, on the process of personality development of young people, the formation of their civic position. The article presents the results of an empirical study of the influence of standardization of pedagogical education on individual style and creative self-realization of university teachers in their professional activities. It is proved that the unity of requirements for future teachers training at the university should be combined with the creative approach of teachers to the organization of the educational process in higher education, its methodological and technological diversity in the context of academic freedom of scientific and pedagogical staff and the autonomy of universities.

ШЛЯХИ МОДЕРНІЗАЦІЇ МОДЕЛЕЙ І МЕТОДІВ ОСВІТНЬОГО МЕНЕДЖМЕНТУ В ЗАРУБІЖНИХ КРАЇНАХ ТА УКРАЇНІ

This study broaches the matter of providing quality educational management in modern academic schools. The premise is advanced that with a growing significance of knowledge and technology in contemporary society and the intensification of economic and cultural globalization, education is increasingly viewed as an effective tool of shaping a personality capable of living in the conditions of dynamically developing knowledge. With this in mind, the article aim to analyze the concept of modernizing models and methods of educational management both in foreign countries and in Ukraine. The idea is maintained that there is an interrelation between the model of education management and the teacher’s style of instruction. A special emphasis in the article is placed on the world experience, which vividly illustrates that scientific reinforcement in training managers of education is accomplished simultaneously by research teams across the world, which prioritize both designing the processes of managing the development of pedagogical education and creating alternative frameworks of training managers. This study exposes the results of the conducted comparative analysis of modernizing models and methods of educational management both in foreign countries and in Ukraine. The indications are therefore that successful management of a modern educational institution is possible only when a collegial management model is applied. The evidence seems to be strong that under new socio-economic conditions it is required that the management of an educational institution should be able to organize the staff in order to enable them to participate in making and implementing joint strategic decisions. Given the evidence, such a managerial method will provide further support and consensus in execution and application of the adopted decisions. On this basis, it may be inferred that the strategic plan of actions is an important compulsory document in the activities of tertiary educational schools, a mechanism for managing the onset of functioning and monitoring the effectiveness of the entire management system.

Використання технологій дистанційного навчання у процесі викладання навчальних дисциплін «Історія авіації» та «Історія України і української культури»

Taking into account great educational potential of historical subjects in the process of personality moral culture development, we define the goal to analyze the experience of distance technologies use connected with pedagogical education development tendencies in the multilevel system of aviation specialists’ training in FA NAU. In the academic year of 2020-2021 the author of the article made an initiative sociological analysis among education applicants – students of Flight Operations and Air Traffic Service Faculty as for the distance technologies use in the educational process in FA NAU. The survey showed that the students of the first year of FA NAU were not ready for the abrupt transition to the distance format of training. The target groups faced technical, organizational and psychological difficulties. Inability to plan and to time, to work on their own appeared for the students to be a serious problem in mastering teaching material. The main problem was educational process technique. Some students do not have necessary technique (the uninterrupted Internet, a web-camera, their own laptop or computer). It is also necessary to emphasize positive aspects of the abrupt transition to the distance format of training. Teachers were forced to master quickly the work on Internet platforms, to learn to develop online courses of academic subjects, to be in active search of effective forms of interaction with students and colleagues using distance technologies. Students had also to study in new environment, to develop communication skills, to time effectively. It became quite obvious that distance education technologies use is not a remote prospect but our day. Studying experience of distance technologies use in FA NAU and other institutions of higher education in Ukraine, it is necessary to aim that LMS MOODLE would contribute to rise level and quality of methodological, didactic, information support of educational process management of education applicants, educationalists and managers of Flight Academy of NAU. Key words: higher education, distance learning, information and communication technologies, pandemic restrictions, initiative sociological research

INNOVATIVE APPROACHES IN ORGANIZATION OF THE LESSON "BASICS OF LIFE SAFETY" HIGHER EDUCATIONAL INSTITUTIONS

Innovation - an innovation in the field of technology, technology, labor organization or management, based on the use of scientific achievements and best practices, providing a qualitative increase in the efficiency of the production system or product quality [3]. Pedagogical innovation is changes aimed at improving the development, education and training of students of a higher educational institution. At the present stage of development of pedagogical education, innovative processes have affected various areas. The search for new approaches is carried out in different directions - in the content, technologies, forms of organizing the activities of the subjects of the educational process, in assessing the results. Each pedagogical era gave birth to its own generation of technologies: - the first generation of educational technologies represented traditional methods; - Technologies of the second and third generations were modular-block and all-block training systems; - Integral technology belongs to the fourth generation of educational technologies.

ORGANIZATION OF WORK WITH STAKEHOLDERS OF THE EDUCATIONAL PROGRAM «PHYSICS» IN NEW CONDITIONS

At the present stage of the development of pedagogical education, the problem of training a physics teacher who is ready to work in the conditions of a new reality, a digital educational environment, instability and multiple non-standard situations is of particular relevance. Educational programs that should provide training for such a teacher are undergoing modernization. This process requires the direct participation of as many stakeholders as possible. Work with stakeholders of the educational program «Physics» should be a holistic process and be based on a fundamentally different methodological basis, which has a complex character. The main methodological approaches to solving the problem of organizing work with stakeholders in the new conditions are the system and cluster approaches. The article analyzes the corrective actions of external stakeholders on the development of the educational program «Physics», which is currently being implemented at the Kazakh National Pedagogical University named after Abai.

Trends and prospects for the development of pedagogical education

The article considers the development of modern pedagogical education and outlines the theoretical and conceptual problems of its reform in modern socio-cultural conditions. Peculiarities, risks and prospects of its functioning in modern society are determined. Possible directions of designing the content of professional training of future teachers are offered. The existing systems of support for graduates of pedagogical universities in world practice are analyzed. Conclusions and proposals on improving the system of pedagogical education in Ukraine in terms of integration into the European and world educational space are substantiated.

Innovative Models of Pedagogical Education at the Classical University

The article is devoted to the role of classical university education in the training of highly qualified, highly competitive teaching staff capable of forming the image of a new school in modern conditions. The achievement of such a complex task is ensured by identifying and implementing the heuristic capabilities of a classical university in the development of pedagogical education. The author associates such opportunities with its fundamentalization, research orientation, advanced character, etc. The purpose of the article is to present the results of a scientific study related to the definition and theoretical justification of possible ways to implement models of teacher education as an optimal “scenario” for training elite teachers in a classical university. Methodology and methods of research. The methodological basis of the research is the philosophical provisions about a person as a subject of his own life activity; the unity and interrelation of processes and phenomena, general and special. The general methodology of the research is represented by a system-synergetic approach that allows us to consider professional and pedagogical training in a classical university as an open developing system in the “school-university-school”continuity relations; a holistic approach as a methodological orientation towards the formation of a holistic personality of a future teacher, as well as the integrity of the system of professional and pedagogical training at a classical university; an individual-personal approach that provides an opportunity to study along an individual educational trajectory. The main research methods were the analysis of scientific literature, theoretical generalization and modeling. The results of the study. As a result of the theoretical and experimental work carried out, it is proved that the quintessence of the heuristic capabilities of the classical university determines the development and implementation of innovative models for the development of pedagogical education. The author gives a description of each model, indicating its features and “contribution” to the training of future teachers in the system of university classical education. In conclusion, it is concluded that the proposed innovative variable models for the development of pedagogical education at a classical university will ensure the success of professional pedagogical training of future teachers, bring it to a fundamentally new level by realizing the valuable potential of a classical university.