Professional Development Of Future Teachers Research Articles

THE EDUCATIONAL ENVIRONMENT AS A FACTOR IN OPTIMIZING THE TRAINING OF A CREATIVE TEACHER IN A HIGHER EDUCATION INSTITUTION

THE EDUCATIONAL ENVIRONMENT AS A FACTOR IN OPTIMIZING THE TRAINING OF A CREATIVE TEACHER IN A HIGHER EDUCATION INSTITUTION

Личностно-профессиональное развитие студентов — будущих педагогов в условиях цифровой модернизации системы образования

This article examines the issue of personal and professional development of future teachers in the context of digital modernization of the education system. The trends of the modern education system are reflected, which in turn affect the personal and professional development of the future teacher. The article examines the crisis moments in the professional development of a future teacher in the context of the implementation of professional pedagogical activity both in traditional conditions and in the context of digital reform of the education system. The axiological and motive are considered. The basic stages of personal and professional development of a student of a future teacher in the conditions of digitalization of the education system are determined. In this regard, the importance of personal and professional development of a student-a future teacher in the context of digitalization of the education system is emphasized.

Social and Professional Adaptation of Students in the Educational Environment of the University in the Last Third of the 20th Century: Experience of Organization and Interpretation

The relevance of the problems of the presented research is connected with the understanding and evaluation of some forms of organization of social and professional adaptation of first-year students and their integration into the educational environment of the university, established and implemented in the practice of domestic universities in the last third of the 20th century, their influence on personal, social and professional development of future teachers. The purpose of the article is to reflect on the experience of adaptation and integration of first-year students into the educational environment of the university, which has developed in the activities of historical and pedagogical faculties that operated in the USSR from 1966 to 1996. The reflection of such experience is focused on the search for productive ideas that allow students to adapt to the norms and values of the educational environment in the modern practice of professional psychological and pedagogical education, form sustainable motives for self-development, self-education, and intensively prepare for professional activities in the Russian education system. The leading methodological ideas in the analysis of the experience of adaptation and integration of students into the educational environment of the university are the principles of objectivity, consistency, historicism, reliance on the results of practical activities, on expert judgments and assessments of direct participants and organizers of this work in the last third of the 20th century. For these purposes, the method of monographic description of the practical experience of the activities of the installation camp of the historical and pedagogical faculty of the Kursk State Pedagogical Institute, conversations with teachers and students, participant observation, study of scientific texts, press materials and Internet resources was used. Research results. The study made it possible to reveal the place and role of installation camps in ensuring the adaptation and integration of first-year students into the educational environment of the university, to substantiate the main functions of the camp in the general logic of the personal, social and professional development of future teachers, to characterize some effective types and forms of work, their practical effectiveness. In particular, the essence and content of the adaptive, integration, value-orientation functions of the camp of first-year students are revealed; presents the types and forms of work on the socio-moral, personal and professional development of first-year students; the role of senior students in organizing the life of future teachers in the educational environment of the university is characterized. Conclusion. The materials of the article can be used by heads of humanitarian faculties, teachers of psychological and pedagogical disciplines, specialists in the field of history of higher professional pedagogical education.

ANALYSIS OF FUTURE TECHNOLOGY SPECIALISTS’ RESEARCH ACTIVITIES ORGANIZATION ISSUE DEVELOPMENT IN THE ASPECT OF FORMING THEIR SOCIAL AND COMMUNICATIVE COMPETENCE

The article examines the existing state of research activities organization issue among future specialists in the field of technology with an emphasis on a critical review of social and communicative competence formation. The research is based on a comprehensive approach to the study of theoretical and methodological aspects of technology teacher training, integrating the analysis of scientific literature, modern educational practices, and innovative educational strategies. The importance of research work as a fundamental element of the professional development of future teachers is revealed, emphasizing the need to create conditions for the development of analytical thinking, skills of critical information evaluation, and the ability to independently acquire knowledge. Special attention is paid to the importance of social and communicative competence, which is considered a key condition for effective interaction in the educational process, integration into the professional community, and adaptation to the dynamic conditions of the working environment. The focus is on the importance of creating conditions for in-depth learning of research methods and the development of critical thinking, which allows future technology teachers to adapt to new challenges, effectively solve professional tasks, and contribute to the innovative development of the field. A wide range of innovative educational strategies is considered, in particular, the usage of active and interactive forms of learning, which contribute to greater involvement of students and increase their motivation. 
 The article emphasizes the importance of networking and collaborative projects, which open up new opportunities for expanding the professional horizon of future technology teachers and contribute to the formation of crucial social skills such as communication, leadership, and teamwork. The role of the student scientific society as a platform for the exchange of experience, the development of research initiatives, and the support of talented youth is highlighted separately.
 The article conclusions indicate the strategic importance of the comprehensive development of future technology teachers, emphasizing the inextricable connection between research activities, social and communicative competence, and professional effectiveness.

Between Trust and Ambivalence: How Does Trainee Teachers’ Perception of the Relationship With Their Mentors Explain How Trainee Teachers Experience Their Work?

The study aims to identify profiles of trainee teachers in terms of their stress and work experiences and to uncover profile differences in regard to dropout intentions and perceived relationships between trainee teachers and their mentors. Based on data from 1,756 German trainee teachers, three distinct stress and work experience profiles could be identified. Trainee teachers with high levels of stress and negative work experiences exhibit higher dropout intentions and experience their relationship with their mentors as less transparent, fair and trusting, and more ambivalent compared to trainee teachers with low levels of stress and positive work experiences. The results underline the importance of the relationship between mentors and trainee teachers for the professional development of future teachers.

MENTORING AND ITS ROLE IN THE PROFESSIONAL DEVELOPMENT OF A YOUNG SPECIALIST IN GREAT BRITAIN

The article analyzes mentoring and its role in the professional development of a young specialist in the Great Britain. The main approaches to the definition of mentoring are presented. Mentoring is used to support future teachers during their school practice and it is considered as one of the most important factors in the professional development of future teachers. Mentoring is a process in which an experienced person helps a less experienced person develops their goals and skills through time-limited, confidential, one-on-one sessions and other learning activities.The position of a mentor and experienced teachers who can hold this position are described. The main responsibilities of a mentor to support future teachers are highlighted. The relationship between a mentor and a future teacher and the main requirements for making it effective are characterized. Mentoring is a professional partnership between two people. It is usually a long-term relationship based on mutual trust and respect. An effective mentoring relationship can only be achieved when the mentor listens to the needs of future teachers, develops their knowledge, and introduces new skills and other professionals in the field of mentoring. The main ways of an effective mentoring and the aspects which a mentor takes into account when providing pedagogical support to future teachers are revealed. Future teachers’ mentoring can be a rewarding and a fulfilling experience for both: a mentor and a young professional. A mentor can share an experience, skills and knowledge with novice colleagues and help them to develop self-confidence, competence and the ability to improve and develop themselves.
 Keywords: mentoring; future teachers; professional formation; mentor; experienced teacher; professional development; learning environment; professional skills; professional partnership; Great Britain.

Pedagogical Mentoring as a Condition for the Quality of Practical Training of Undergraduate Students of Preschool Profile in a University

The article discusses the problematic aspects caused by the increased requirements for the level of practical training of future teachers of preschool education in a university. Currently, one of the key directions in the development of education is mentoring, which is a process of accompanying and supporting a student in personal and professional development. In the professional development of a future teacher, mentoring is determined by an effective tool for increasing motivation, developing self-regulation skills, social responsibility and career prospects. Practical training of pedagogical university students through pedagogical mentoring is an important stage in the process of preparing future teachers for the profession and provides them with the opportunity to acquire the necessary experience and knowledge for successful work. This article presents a theoretical analysis of the current state of the implementation of pedagogical mentoring as an indicator of the quality of training of preschool bachelor students in the conditions of the Republic of North Ossetia-Alania. The main attention in the article is paid to the problem of the implementation of pedagogical mentoring in the developed model “high school teacher-university student-teacher-mentor of a preschool educational institution (head of practice); disclosed its stages in the content of the methodological practice of university students. The conclusions state that this model will improve the quality of practical training of future teachers of preschool education in a university environment, ready to work with preschoolers, as well as improve the professional level of pedagogical skills of university teachers and preschool teachers. The implementation of the main idea of the project of pedagogical mentoring will make it possible to determine promising opportunities for the further professional development of future preschool teachers.

Organizational and Pedagogical Model of Professional Formation of Future Teachers in the Process of Introducing them to Mentoring Activities

The article examines the modern features of the professional development of future teachers at the university at the bachelor’s degree level. An attempt is made to theoretically substantiate the need to develop a new model of professional formation of future teachers. It suggests that one of the effective means contributing to the development of professionally significant qualities of pedagogical university students may be their involvement in mentoring activities. The purpose of the article is to present the model of professional formation of future teachers developed by the author through introduction to mentoring at the bachelor’s level. Research methodology and methods. The methodological basis of the study was competence-based, subject-activity and acmeological approaches. Leading research methods: modeling, pedagogical experiment, questionnaire, interpretation of experimental data. The content and organizational and pedagogical conditions for the implementation of the proposed model are characterized. The results of a pilot experiment on its implementation in the practice of educational activities on the example of student groups are presented. Conclusion. In conclusion, conclusions are drawn about the expediency of continuing research in this direction after adjusting the content aspects of the model of professional formation of future teachers by introducing them to mentoring activities at the undergraduate level.

Formation of professional and value orientations of the future teacher of technologies during a pedagogical practice

The actualization of scientists' attention to the axiological problems of education is connected with the understanding that positive changes in society indirectly depend on the same changes in the education system. The main criterion of these changes in education is the training of future teachers from the standpoint of awareness of the realities of the modern world. The value orientations of the individual are diverse and depend, on the one hand, on the content of the values, chosen by the individual, on the other – on the degree of assimilation of these values. Universal values are at the heart of the value orientations of the individual, and a future teacher, as a representative of society, must have an appropriate orientation to them. After all, a special role in the general system of professional training of future teachers is given to pedagogical practice, because, as we know, the most successful formation of the personality of the specialist occurs in activities close to her/his future profession. Therefore, today the most important task of teaching and extracurricular in higher education is the formation of a system of value orientations of the future teacher; this will create a basis for enriching the inner spiritual potential of applicants in the higher education system. The purpose of the article is the process of formation of professional and value orientations of future teachers of technology during a pedagogical practice. The research methods. In the course of the research general scientific and pedagogical research methods were used: theoretical: analysis (comparative, systemic, inductive, deductive); synthesis (general scientific, interdisciplinary, interdisciplinary); classification, systematization, generalization; empirical: studying the results of students' activities by analyzing student documentation on pedagogical practice. The results and discussion. The process of formation of professional and value orientations of future teachers in the conditions of their psychological and pedagogical training is considered. At the same time, such an aspect of professional and practical training of future specialists as the importance of the pedagogical practice influence on the process of formation of their professional and value orientations is insufficiently studied. The essence of pedagogical practice is the application by students of psychological-pedagogical and special-methodical theoretical knowledge in the real conditions of the educational process and extracurricular and mastering the methods of professional and pedagogical activities on this basis. Practical training includes all types of practices and is an integral part of the training of future technology teachers. The practical component of the educational process in higher education, namely the specialty «Secondary Education (Labor Education and Technology)», is carried out on a thorough theoretical basis, which in turn consists of psychological and pedagogical, methodological and special disciplines. Conclusions. It was found that an important condition for the professional development of future teachers of technology is the formation of values in teaching, and changes in the value orientations of student youth require revision and introduction of new forms and methods of work in higher education. The essence of the concept of «pedagogical practice» as a component of professional training of future teachers, which complements and enriches the theoretical training of applicants, creates opportunities for consolidation and deepening of knowledge, use of theoretical principles of professional disciplines to solve practical problems. The main aspects, structure and factors of pedagogical practice are studied, its functions are characterized.

ФАКТОРИ ВПЛИВУ НА ПРОФЕСІЙНИЙ РОЗВИТОК МАЙБУТНІХ УЧИТЕЛІВ ФІЗИКО-МАТЕМАТИЧНИХ СПЕЦІАЛЬНОСТЕЙ

In the article, based on the analysis of normative and legal documents, psychological and pedagogical literature and scientific research, it is established that the professional development of teachers involves a continuous process of acquiring new and improving previously acquired professional and general competencies necessary for professional activity. According to the conducted research, it was found that the expectation of higher education applicants is related to the realization of their own potential. This indicates the ability for self-development in achieving acme through regular concentration of one's key desires, active efforts (actions) to realize them in order to achieve balance and harmony. Future teachers of physical and mathematical specialties approve of the quality of knowledge, methodical skills and stable moral relations on the part of teachers, which is projected on their attitude to the own specialty. The results of the study made it possible to single out the main factors influencing the professional development of future teachers of physical and mathematical specialties based on psychological and pedagogical training. External and internal positions were clearly defined, namely: external – interpersonal relations, nature of educational activity, educational and professional requirements; internal – individual characteristics, internal activity, need for self-improvement, readiness for psychological and pedagogical activity. It is stated that the effectiveness of the professional development of future teachers of physical and mathematical specialties can be significantly increased if psychological and pedagogical training is oriented towards achieving the optimal level of psychological and pedagogical competence (as a final result) and the appropriate organizational and pedagogical conditions for its implementation are provided: competence orientation of external and internal components of psychological and pedagogical training; updating the content of psychological and pedagogical training taking into account the peculiarities of the professional activity of teachers of vocational and technical education institutions and modern requirements; organization of acmeological influence and support in the process of psychological and pedagogical training of future teachers of physical and mathematical specialties. Key words: professional development, future teachers, factors of influence.

Организационно-педагогические условия подготовки будущих учителей к освоению инновационного педагогического опыта

The aim of the study is to substantiate the need to identify organizational and pedagogical conditions for the effective functioning of the training of future teachers for the development of innovative pedagogical experience. The article clarifies the importance of the integrated use of the innovative educational environment resources, the development of scientific and methodological support and diagnostic support to deepen the knowledge of future teachers about innovative pedagogical experience and the formation of skills to master it. The scientific novelty of the study lies in identifying the organizational and pedagogical conditions for the training of future teachers, who ensure the formation of a holistic view of their innovative pedagogical experience and the skills necessary for its development. As a result of the study, it is substantiated that the integrated use of the key resources of the innovative educational environment of a pedagogical university, scientific and methodological support for the process of the training of future teachers for mastering innovative pedagogical experience, diagnostic support for the professional development of future teachers based on innovative pedagogical experience will create the necessary organizational and pedagogical conditions for the effective training of students - future teachers in order to develop their skills for independent mastery of innovative pedagogical experience.

The use of digital tools in interdisciplinary projects of students’ personal and professional self-development

The article reveals the problem of using digital tools in the context of blended and distance learning. The purpose of the study - to prove the effectiveness of using digital tools in interdisciplinary projects of students` personal and professional self-development. Different approaches in modern scientific discourse of above mentioned problem are highlighted. Groups of digital tools that should be used at each stage of the interdisciplinary project is specified and characterized. The article contains author's practical developments and examples on using digital tools to fulfill the tasks of educational disciplines, which are integrated in interdisciplinary projects, implemented in the process of researching the scientific topic "Psychological and pedagogical support of personal and professional development of future teachers in the implementation of new educational standards". The results of the empirical study of the effectiveness of using digital tools in interdisciplinary projects are summarized according to certain indicators: value-motivated, cognitive, self-learning, procedural, self-movement. The purpose has been achieved by comparing quantitative and qualitative assessments of the dynamics of indicators of high level students’ personal and professional self-development in control and experimental groups. The statistical significance of the study results has been verified by applying Student t-criterion. It has been proved that as a result of using digital tools in the interdisciplinary project the students of the experimental group significantly increased the level of personal and professional self-development.

Development of educational robotics: Problems and prospects

Introduction. The inclusion of schoolchildren in the development of robotics can serve as an effective method of popularising technical education and a means of vocational guidance work. Educational robotics can be viewed as a means of integrating science, technology, engineering and mathematics in the context of school education, as a tool for developing flexible skills in students. The problem of the lack and/or incompetence of teaching staff in this area is a limiting factor in the development of children’s technical creativity.Aim.Based on the analysis of the development of educational robotics (a popular and promising direction of children’s technical creativity), the current researchaimedto compare the trends of its implementation in different countries, identify problems arising on the way of integrating educational robotics into school and additional education, and outline ways to overcome these problems.Methodology and research methods. The methodological basis of the study was the theory of professional development of future teachers and the concept of forecasting the prospects in the field of education.The identification of problems and prospects for the integration of robotics into the education of schoolchildren was carried out by the method of thematic content-analysis of publications with a search depth of 10 years, placed in the Web of Science, Google Academy and eLibrary databases.The identification of the need for teachers in robotics in school and additional education was carried out on the basis of generalising the results obtained in the course of questioning the heads and teachers of children technical creativity centres. 275 respondents from 11 regions of Russia took part in the online survey based on Google forms.Diagnostics of teachers’ interests and readiness to receive additional education in educational robotics was carried out on the basis of a questionnaire survey of students in pedagogical areas of training. The study involved 185 students – future teachers from 6 universities in Russia. The equipment of the system of school and additional education in Russia and the availability of appropriate equipment for schoolchildren were studied on the example of one of the Russian regions. The authors obtained empirical data from the annual reports of educational institutions.The assessment of the availability and quality of methodological support for robotics classes was carried out by processing data from an online survey of teachers, in which 98 respondents took part.Results. Research papers on the development of educational robotics have been divided into three main groups: robotics as a means of STEM integration; robotics as a means of forming Soft Skills; robotics as a means of forming professional competencies among teachers. The most significant problems of integrating educational robotics into school and additional education are highlighted: weak material base for organising classes; absence or low qualification of existing teachers; lack of a clear systemic plan for the implementation of robotics in the education of schoolchildren; lack of educational and methodological support. As strategies for the provision of education with teachers in educational robotics, the following are proposed: introduction into the practice of professional training of teachers in the higher education system of the profile “Educational Robotics”; implementation of professional retraining under the “Educational Robotics” programme for teachers of computer science, mathematics, technology, physics and primary education; attracting students –future teachers to receive additional education at the stage of study at the university in the framework of professional training “Pedagogy of Additional Education: Robotics”.Scientific novelty. The problems of successful integration of robotics into school and additional education are identified and described, among which the leading one is the absence or low qualifications of existing teachers in educational robotics. The ways of overcoming the identified difficulties based on mutually beneficial cooperation of universities, schools and centres of additional education are outlined; the system-forming role of pedagogical universities in this process is outlined.Thepractical significanceof the study consists in the possibility of using its results to determine the prospects for the development of educational robotics, as well as to select the optimal ways of professional training and/or retraining of teaching staff for the implementation of this type of activity.

PROGRAMMING BY FUTURE TEACHER OF LABOR TRAINING AND TECHNOLOGY OF PERSONAL PORTFOLIO FOR LIFE AND PROFESSIONAL PERSPECTIVES

Introduction. Modern innovative in content and nature of Ukraine's educational system does not fully meet global trends in society and the labor market, which requires the formation of advanced educational policy to ensure the appropriate level of professional development of future teachers of labor education and technology. Purpose. Investigate the process of professional development of future teachers of labor training and technology in the process of independent work and reveal the features of programming his personal portfolio for life and professional prospects. Methods. The following methods were used for the research: study of methodical and scientific-pedagogical literature on the research topic; analysis, synthesis, comparison, generalization, study and generalization of advanced pedagogical experience. Results. It is investigated that the use of personal portfolio provides personal educational trajectory of professional development of future teachers of labor education and technology, stimulates independent student work, intensifies participation in higher education events, competitions, contests, conferences, charity fairs, exhibitions, festivals and others. The development of a personal portfolio by a future teacher of labor education and technology as a method of assessment and forecasting allows you to solve a number of personal (personal and professional) tasks and gradually and systematically build the prospect of their own formation and growth. Originality. In the article are covered the principles of application of portfolio technology; identifies the tasks of professional development of future teachers in the personal portfolio; the structure of the personal portfolio of future teachers of labor education and technology is presented. Conclusion. The results of the study, logical and systematic analysis of psychological and pedagogical, scientific and methodological literature, practice in the process of educational and professional activities in higher education institutions highlight the need for personal programming of personal portfolio by future teachers of labor training and technology for life and professional prospects. Also, the results of the study give grounds to assert that in the professional development of the future teacher is necessary – the formation of an active life position – the need for self-development and self-improvement. Shifting the emphasis of the educational process to self-educational activities necessitates the training of future teachers of labor education and technology adequate perception and understanding of their capabilities, the development of their reflective abilities.

ІННОВАЦІЙНА ПЕДАГОГІЧНА ДІЯЛЬНІСТЬ ЯК ЗАСІБ ПРОФЕСІЙНОГО СТАНОВЛЕННЯ МАЙБУТНЬОГО ВЧИТЕЛЯ

The article examines the problem of innovative pedagogical activity as a means of professional development of the future teacher. Based on the analysis of psychological and pedagogical literature, the essence of the concept of «innovation» is defined; the range of application of pedagogical innovations in the educational process is considered; the main features of innovative pedagogical activity are characterized; the role of an innovation-oriented pedagogical environment in the professional development of future teachers is determined

Dialogic technologies as a component of future teachers’ practice-oriented training

The article analyzes the peculiarities of the use of dialogue technologies in the educational process of higher education as an integral part of personal and professional development of future teachers. Types of dialogue technologies are considered, the interrelation of such types of dialogue as dialogue of subjects and dialogue of spheres of professional activity in the context of teacher training is substantiated. The following stages of development of dialogical interaction in work with future educators of preschool institutions and primary school teachers are distinguished, as: motivational, emotional-value, cognitive-gnostic, activity. Today, dialogic interaction is considered as one of the main components of all personality-oriented learning models, which involves not only taking into account his life experience, learning opportunities, professional needs, but also their inclusion in the educational process, development not only professional skills and competencies, but also emotional and personal attitude to the world around him, himself and his activities. Interactive technologies, along with information and communication technologies, are able to prepare a person for the realities of modern society, which is dynamically developing, improving and characterized by information saturation. Currently, teacher training requires universal tools for the implementation of both personal and professional development of students. It should be noted that in this context the disciplines of pedagogical and pedagogical cycles have great potential, because their specificity is determined by a special content orientation and value orientations in particular: human orientation as its main goal and value, knowledge of human nature and learning ways to interact with it. , formation of students’ systematic approach to the study of socio-pedagogical phenomena, mastering modern forms and methods of organizing educational and cognitive activities of pupils and students, mastering the technology of effective pedagogical interaction with various actors in the educational process, which determines on this basis the formation of personal activities professional neoplasm’s of the future teachers.

Pedagogical conditions for the training of future german language teachers in higher education institutions based on the acmeological approach

The article defines and substantiates the pedagogical conditions for the training of future German language teachers in higher education institutions on the basis of the acmeological approach. The relevance of scientific research is manifested in the rapid changes in society, which require professionals to self-improvement throughout life. To date, the issue of substantiation of pedagogical conditions of future German language teachers in higher education institutions on the basis of acmeological approach remains insufficiently studied. The study of the concept of "pedagogical conditions" is based on the conditions of its origin, functioning, evolution and optimization. The factors of the acmeological environment of the higher education institution are determined and detailed. The authors characterize expediency of introduction of the acmeological approach in educational process which will promote gradual harmonious and integral development of the future teachers. The article deals with complex and multidimensional acmeological environment of a higher education institution in terms of the basis for the professional development of future teachers. According to the analysis of scientific literature and the authors' own experience, the term "motivation for achievement" is substantiated, that is the internal readiness of higher education seekers to achieve a special result due to certain individual and objective prerequisites for training future German language teachers in higher education based on acmeological approach. Factors that contribute to the development of positive motivation for achievement are described. The essence and necessity of acquiring key competencies and skills defined for the European educational space are explained, the focus is on the relevant competency groups in terms of acmeological approach to the training of future German language teachers.

ЦЕЛОСТНОЕ ВОСПРИЯТИЕ И ЕГО РОЛЬ В ПРОФЕССИОНАЛЬНОМ СТАНОВЛЕНИИ БУДУЩИХ УЧИТЕЛЕЙ ИЗОБРАЗИТЕЛЬНОГО ИСКУССТВА

The article discusses the role of purposeful education of such a specific quality of vision as a holistic vision in the professional development of future teachers of fine arts. The analysis of classical and modern studies on this issue allowed the authors to define the integrity of perception as the ability to see nature and the image itself not in fragments, but immediately in all the unity and diversity of its plastic properties and qualities. According to the results of the study, it was found that in the process of visual analysis of the depicted object of nature, a generalized form is revealed in the form of a "spot" — its silhouette. With visual recognition and depiction of an object in the silhouette technique, the key educational and creative task of defining the "holistic form of nature" and displaying it on the plane in the form of a "pictorial spot" is solved. This is explained by the fact that the silhouette image, being a kind of artistic technique, contains all the signs of a graphic symbol, namely: the absence of secondary, distracting details, high contrast, clarity of forms. Based on the practical experience gained during the first-year teaching at the Faculty of Arts and Design of the Pedagogical University, it is proved that without a competent setting of vision for the generalized perception of objects of nature and image, the full-fledged training of future fine art teachers is impossible.

ФОРМУВАННЯ ІНДИВІДУАЛЬНОГО СТИЛЮ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ МАЙБУТНІХ УЧИТЕЛІВ: МОДЕЛЮВАННЯ ПЕДАГОГІЧНИХ СИТУАЦІЙ

The article outlines the current problems of professional training of future physical education teachers in universities. It is noted that their professional training acquires special significance in the current conditions of socio-economic and socio-cultural transformations in the country and the world. The system of professional training of future teachers of this profile requires updating the content, finding additional methods, forms, and means of teaching that will contribute to the formation of their individual style of professional activity. Such needs are due to changes in the pedagogical field, updating the requirements for physical education teachers, presented in official government documents. It has been proven that modelling is an effective teaching method. Its importance in the process of professional training of future physical education teachers is emphasized. The purpose of such training is not only the acquisition of the necessary amount of theoretical knowledge but also the formation of future teachers' individual style of professional activity as an effective means of adaptation and self-realization in the realities of a modern school. The article summarizes the data of theoretical analysis of pedagogical and scientific-methodical literature on the modelling of pedagogical situations. The essence of modelling as an important factor in the formation of the individual style of professional activity of the future teacher is analysed. It is proved that pedagogical situations should be used in lectures, seminars, and practical classes, especially before preparation for pedagogical practice. It is determined that effective methods of solving pedagogical situations are role-playing games, discussions with the analysis of specific situations, which deepen the knowledge of the discussed problem, activate the creative potential of future teachers. It is concluded that modelling is an important prerequisite and means of effective formation of individual style of professional activity of future physical education teachers in higher education institutions. The approaches of different authors to the peculiarities of modelling different pedagogical situations and their impact on the professional development of future teachers are summarized. Key words: model, modelling, individual style of professional activity, pedagogical situations, physical education teacher.

MODERN EDUCATIONAL COMPONENTS OF INNOVATION TEACHING OF FOREIGN LANGUAGE IN THE ESTABLISHMENTS OF HIGHER EDUCATION

The article deals with the theoretical aspects of the problem of readiness for the innovative activity, its analyze the modern components of the professional competence and innovative activity. Professional development of future teacher of philological subjects – process is complicated and lengthy. Theoretical and practical study is necessary part during of future teacher’s master of system or research knowledge in the branch of philological subjects in conjunction with general professional training. The problem of using of interactive methods in the preparation of teacher-philologists of higher school is considered in the article.