Professional Pedagogical Education Research Articles

БОЛОЧОК ХИМИЯ МУГАЛИМДЕРИНИН МЕТОДИКАЛЫК КОМПЕТЕНТТҮҮЛҮГҮН КАЛЫПТАНДЫРУУНУН ПРИНЦИПТЕРИ

The article examines the problems of developing the methodological competence of a chemistry teacher in a dynamically developing education system. The components of the subject competence of a chemistry teacher, the directions of their development, the structure and content of the directions of development of professional competence are analyzed: course training in the system of additional professional pedagogical education, self-educational activities. The issues of self-education and the formation of motivational and value components of the professional activity of a chemistry teacher are considered. In addition, the article examines the development of a chemistry teacher’s subject competence throughout his entire professional career, based on the unity of four components - self-forecasting, self-education, self-education and achievement motivation as the driving force of professional self-improvement. One of the key directions in the process of developing a teacher’s professional competence is self-education - systematic, purposeful independent cognitive activity to master psychological, pedagogical, subject and methodological knowledge. Self-education is determined by the personal, social and professional needs of the teacher, the desire to maximize one’s creative potential, the presence of achievement motivation and a value-based attitude towards one’s own professional activities.

Формирование личных установок будущего специального педагога в реализации инклюзивного образования

The competencies formed by future special teachers do not fully meet the requirements of the social order for the content of their professional training. In this publication, the authors pay attention to the importance of the level of professional skill of the future special teacher, who is ready to implement pedagogical activities in inclusive education and includes mastering the competencies of professional pedagogical education. The purpose of this study is to emphasize the importance of the process of forming a personal attitude to the professional activities of future special educators, which undergoes positive qualitative and quantitative changes in the context of inclusion. This is reflected in the progressive dynamics of the transition from one level to another, which ensures the productive solution of educational and professional tasks of varying complexity and content. In this paper, the authors emphasize the dependence of personal attitudes on the component structure of readiness for the implementation of inclusive education. The result of the formation of personal attitudes should be his professional readiness as a quality of personality, each component of which in the future will be increased by competence content. The formation of professional and personal attitudes is one of the results of obtaining higher pedagogical education. The formation of personal attitudes of the future special teacher is a purposeful, long-term and progressive process, provided with appropriate value and semantic content.

DEVELOPMENT OF PROFESSIONAL EDUCATION OF CHILDREN'S LEISURE ORGANIZERS IN THE THEORY AND PRACTICE OF PEDAGOGICAL ANIMATION

The article offers a description of the possible content and methods of training specialists in the organization of children's and youth leisure, receiving education at a pedagogical university. The technology for organizing professional training of a teacher as an organizer of children's leisure presented in the article reflects the contextual specificity of such training in professional pedagogical education and is manifested at all levels of implementation of the conceptual model of pedagogical animation. The theoretical principles and conclusions contained in the article can be used for scientific and technological support of the process of training teachers and organizers of children's leisure in the system of higher and postgraduate professional pedagogical education, taking into account regional characteristics and the processes of its modernization.

Professional Education of Teachers in Postgraduate Studies Based on Research Training

Introduction. The modern sociocultural situation requires the preparation of a teacher capable of developing a seeking, original, creative personality. Research activities become the means and background of the educational process at the university. The purpose of the article is to consider the theoretical and technological foundations of training in the research activities of graduate students. The subject of the article is the educational process of the university in the field of training 44.06.01 Pedagogical Sciences and Education. Object – the essence, functions and methodology of the mechanisms of evidence of a candidate’s thesis by means of research training. The methodological basis of the article is competence-based (to determine the educational results of a graduate student) and personal (to describe the personal results of research training for graduate students in the process of preparing a candidate’s dissertation) approaches. Research results. The author examines aspects of the research function of the university, its features in modern professional pedagogical education, mechanisms for the formation of research competencies in various ways and forms of the educational process of the level of training of scientific and pedagogical personnel in graduate school. Training, as a means of their formation, its essence, functions, educational and research goals, as well as the stages of organization and implementation (preparatory, presentation, analytical and generalizing) are updated for the graduate student to solve methodological problems and form the internal content, structural and formalized unity of the dissertation. In conclusion, a conclusion is made about the effectiveness of research training for solving methodological problems by a young applicant and forming the internal unity of his dissertation based on a theoretical review and SWOT analysis data with the strength of immersion in a professional research environment and the absence of barriers to productive research interaction identified by graduate students.

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.

Professional training of teachers in Kyrgyzstan at the current stage

Relevance. In recent years, professional pedagogical education in Kyrgyzstan has undergone a series of changes. The dissolution of the Soviet Union brought alterations in the educational systems that existed in former Soviet republics. The relevance of this article lies in the need to analyse the establishment and evolution of pedagogical education in the country�s higher educational institutions.Purpose. The objective of the study is to define the concept of professional teacher training at the current stage, as well as methods to enhance their qualifications.Methodology. The following methods were employed in the research: analytical, comparative, synthesis, systematisation, and generalisation.Results. The results showed that primary attention in devising an effective education system for future teachers should be paid to the functioning of relevant universities and departments. There�s a need to revisit outdated teaching methodologies, adapting them to contemporary realities such as online education and the use of modern technologies in pedagogical practice. Moreover, the efficiency of the educational process is closely related to the character, creative abilities of the teacher, their cultural awareness, and socialisation. Additionally, the question of a teacher�s status in modern society is pertinent. Analysing pedagogical practices of other countries indicates that teachers therein rightfully enjoy special respect and hold a prestigious position in society. Kyrgyzstan should adopt a similar approach, granting educators certain privileges at the national level.Conclusions. The findings can be beneficial for specialists in the field of education, institutional leaders, government administration bodies, and all those interested in issues of professional teacher training at the present stage.

«БІЛІКТІЛІКТІ АРТТЫРУ» ПАРАДИГМАСЫНАН «ПЕДАГОГТІҢ ҮЗДІКСІЗ КӘСІБИ ДАМУЫ» ПАРАДИГМАСЫНА ӨТУ ШАРТТАРЫ, МЕХАНИЗМДЕРІ

In this article, the scientifically based situation, mechanism and resource transition from the para-digm of professional development to the paradigm of continuous professional development of the teach-er. The most important condition for ensuring the quality of education in the conditions of updating the content of education at all levels of the educational system of Kazakhstan is the constant professional development of the teacher. In this regard, in this article, the state of passing PUKP is considered as an actual problem at the present time. The purpose of the study is to scientifically substantiate the condi-tions, mechanisms and resources of the transition from the paradigm of “advanced training” to the para-digm of “continuous professional development of a teacher.” Research methods: content analysis, com-parative analysis, theoretical analysis. Result of the study: based on conceptual approaches, an analytical report was compiled on the scientific substantiation of the reasons for the transition from the paradigm of “advanced training” to the paradigm of “continuous professional development of teachers”; from a comparative point of view, the international and Kazakhstani experience of introducing the paradigm of “professional development” into the paradigm of “continuous professional development of a teacher” and “continuous professional development of a teacher” has been studied. Scope of application: second-ary education system; professional pedagogical education, postgraduate pedagogical education, addi-tional professional pedagogical education; system of professional development of teaching staff.

Formation of Russian Patriotism Among Migrant Teenagers Based on the Materials of Advanced Training Courses of the Federal State Educational Institution “Academy of the Ministry of Education of Russia”

The relevance of the study lies in the fact that in recent decades a large number of labor migrants have been arriving on the territory of the Russian Federation. Some of them move to Russia with their children. Will the new place of residence for migrant teenagers become a new homeland? Will they be able to become patriots of Russia? How can educational organizations carry out work on the formation of patriotic education among migrant adolescents? How can a teacher prepare for the formation of patriotic education of migrant teenagers? The modern system of additional professional pedagogical education offers teachers a wide variety of professional development programs, including the formation of patriotic education. FSAOU DPO “Academy of the Ministry of Education of Russia” maintains a federal register of additional professional training programs, which contains about 2,100 programs. A large proportion of programs are devoted to the topic of education and, in particular, are aimed at improving the professional competencies of teaching staff in the formation of patriotic education among students. The article considers the program of the Federal State Educational Educational Institution “Academy of the Ministry of Education of Russia” “School of modern teacher (subject): achievements of Russian science” (60 hours). Its purpose is to improve the professional competencies of teachers in the field of formation of personal results of students – the values of scientific knowledge, civic understanding of the role of Russian science, patriotic attitude to the achievements of Russian scientists. The categories of students in these programs are teachers of Russian language and literature, history and social studies, biology, geography, physics, chemistry, mathematics and computer science. Each subject has its own program. The program consists of two parts: basic and subject-methodical. The basic part of the program contains a module dedicated to the study of the state symbols of the Russian Federation. It reflects the issues of the main functions of the state symbols of the Russian Federation, the main milestones in the history of the coat of arms, anthem and flag of the Russian Federation. Knowledge, ideas about Russian symbols, and embedded in the materials of the module, represent the basis for the formation of a respectful attitude towards it. Further, the authors describe the subject-methodical part of the PC program Patriotic education is embedded in every school lesson and the materials of the PC programs show us scientific achievements in a particular subject, upon familiarization with which patriotism is formed. Thus, the materials of the advanced training programs “School of a modern teacher (subject): achievements of Russian science” can be used to form Russian patriotism among migrant adolescents.

Human Capital in Russian and International Research

Introduction to the problem. Social and economic transformations associated with the transition to the information society are constantly taking place in the modern world, which places a number of relevant issues for researchers. Human capital is a specific resource of the information society. The formation and development of human capital, the use of its potential becomes important on a par with the development of engineering, technology, industry as a whole. The aim of our research presented in the article is to define the concept of “development of human capital of a teacher training college student” through the analysis of theoretical representations, approaches to the development of “human capital” in domestic and foreign scientific researches. The article considers the concept of human capital in theoretical concepts, domestic and foreign researchers’ approaches. The stages of studying the concept of “human capital” in the context of historical periods of social and economic development of society are defined. Interdisciplinary relations in the formation of the definition of human capital under the influence of new emphases, trends of its understanding and development are presented. Interdisciplinary approach served as the methodological basis of the study, theory of human capital development under social transformation conditions. Research results. The analysis of research of domestic and foreign authors made it possible to identify the structure and significant components of the concept of human capital, which contributed to the definition of the concept “development of human capital of a teacher training college student”. Conclusion. The definition of the concept “development of human capital of a teacher training college student” makes it possible to take a new look at professional pedagogical education, identify opportunities for development of human capital of a teacher training college student, and determine the factors influencing this process.

Условия формирования творческой индивидуальности будущего педагога в образовательном пространстве педагогического вуза

The study aims to determine the potential of pedagogical education to promote the formation of creative individuality among future teachers. The paper analyses the modern challenges for higher pedagogical education caused by the digitalisation of the educational environment of the university and, consequently, the changing role of a teacher. The specifics of the process of creative individuality formation among modern teachers are clarified. The essence of the process of formation of pedagogical artistry as an integrative quality of a professional is determined. The psychological and pedagogical conditions for the organisation of professional pedagogical education contributing to creative individuality formation among beginning teachers are analysed. The scientific novelty of the study lies in determining the pedagogical conditions for creative individuality formation among future teachers at the university. The researchers propose using elements of theatrical pedagogy as a pedagogical tool through the introduction of a training course aimed at the development of pedagogical artistry as a component of future teachers’ creative individuality. As a result, the possibility of forming the creative individuality of a future teacher in modern conditions of education digitalisation based on pedagogical artistry development is substantiated.

Реализация конструктивного речевого поведения педагога в конфликтной образовательной среде

The aim of the research is to identify the verbal means of constructive speech behaviour of a teacher in the implementation of skills set by the professional standard of a teacher in relation to the participants in a conflict educational environment. The paper substantiates the necessity and expediency of forming constructive speech behaviour in conflict situations as one of the most important components in the system of professional activity of a teacher. The paper is novel in that examining the problem of formation of a teacher’s constructive speech conflict behaviour, it identifies standardised educational and developmental skills, namely, the ability to manage students’ conduct to ensure the safety of the educational environment and the ability to provide pedagogical support to a student in a conflict situation. The developed speech means of implementing professional pedagogical actions in a conflict educational environment, considered as the verbal techniques for revealing the content of educational and professional tasks for educational modules in professional pedagogical education related to conflict resolution, are new as well. As a result, it has been proved that it is possible to ensure the safety of the educational environment and preserve the personal well-being of students in a conflict situation by realising the potential of the persuasion, argumentation, encouragement, empathy, prohibition speech tactics. This demonstrates the extent to which teachers master constructive speech behaviour in a conflict educational environment.

The educational environment as a way of prospective teachers’ ecological culture formation while studying natural science courses

Currently, the problem of ecological culture is becoming generally recognized. The ecological direction in the system of higher professional education in the process of prospective teachers ecological culture formation is a noticeable factor. There is a need to systematize ecological and natural science pedagogical education: there is a change of axiological systems, cultural norms and values among the modern younger generation, the issues of ecological culture formation among students of pedagogical universities are not fully considered. The state educational standard of higher professional pedagogical education emphasizes the primary task to form the teachers personality with a high ecological culture, striving for harmonious interaction with the natural environment, a personality that is distinguished by the presence of attitudes, beliefs, and the need for activities to preserve and improve nature. There is a need for the dominant role and responsibility of prospective teachers in solving the issues of ecological culture formation among young people who are able to form a personality that is distinguished by the presence of beliefs of a conscious, careful, responsible attitude to the natural environment. In this regard, the need to increase attention to ecological culture formation among students of pedagogical universities becomes significant at the socio-pedagogical level. Ecological culture is not a specific type, but an integral part and level of human culture as a whole. The priority role in ecological culture formation among students belongs to the natural sciences, which form the foundation of the scientific understanding of the world. At the stage of modern university education, the ecological culture of youth develops on the principles of unity of the historical relationship between the natural environment and society, the social conditionality of the individuals relationship to nature, and the desire to harmonize these relations. The diversity of interaction between society and nature determines the complexity of environmental education, its main principles: a transdisciplinary approach to ecological culture formation, systematic and continuous study of scientific material, the unity of mental and emotional-volitional principles in the activities of students to study and improve the natural environment; the relationship of global and local environmental problems. This is emphasized by many scientists. The leading role in prospective teachers ecological culture formation is played by the educational environment of the university.

Formation of research culture of students in the teaching of physics in higher education

In the article the possibilities of development of research cul-ture of students of non-skew professional pedagogical education. The research culture of students is a brief description of his level of qualification for his selfsocialization, his abilities, skills and knowledge. He also demonstrates that education, knowledge, and skills in research cul-ture the basis for the training of future teachers and are important for the development of the individual. Scientific - research culture of students of non-spry professional pedagogical education.

НАУЧНО-МЕТОДИЧЕСКОЕ СОПРОВОЖДЕНИЕ МЕТОДИЧЕСКИХ ОБЪЕДИНЕНИЙ ПЕДАГОГОВ: ОТ МОДЕЛИРОВАНИЯ К РЕАЛИЗАЦИИ

Introduction. Continuity of professional development of teachers is a priority task, and the organizations of additional professional pedagogical education are a part of the solution. Traditional advanced training for teachers during the development of additional professional programs once every three years does not produce a significant and lasting effect if the teacher does not receive the support of like-minded people when returning to the workplace. Scientific and methodological support for methodological associations at the municipal and institutional levels is one of the conditions for the effectiveness of their activities. Materials and methods. Based on the methodology of system-activity, competence-based and andragogical approaches, the process of scientific and methodological support for municipal methodological associations of teaching staff was modeled in the Novosibirsk region. Its goal is to provide conditions for professional interaction of teachers in such associations (under the direction of their leaders) to improve the quality of professional activity, taking into account the federalization of content and educational regulations. To determine the effectiveness of the implementation of the model, methods such as participant observation, questioning and interviewing the heads of municipal methodological associations, analysis and interpretation of the results were used. The survey data of methodological leaders – heads of methodological associations at the municipal level are presented in the article. Results. The model of scientific and methodological support for municipal methodological associations, developed with the author’s participation, elaborates on the interaction of subjects in the education system, and vertical and horizontal links between them. Its testing confirms the adequacy of the choice of methodological basis and makes it possible to achieve some effects in the professional development of teacher leaders elected to be the heads of methodological associations, as well as in the improvement of the competencies of specialists providing scientific and methodological support to these associations. Quantitative and qualitative analysis of the results of the questioning of methodological association leaders confirms the hypothesis about the optimality of the developed model as a tool for scientific and methodological support for municipal teachers’ methodological associations. Conclusion. Potential opportunities for further development of the regional model of scientific and methodological support for municipal methodological associations lie in the integration of the practice of its implementation into the structure of the regional segment of the unified federal system of scientific and methodological support for teaching staff, scaling at other levels of the education system.

КОМПЕТЕНЦИИ БУДУЩИХ ПЕДАГОГОВ В ПОЛИКУЛЬТУРНОМ ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ: ДЕТИ МИГРАНТОВ И СОВРЕМЕННАЯ ШКОЛА

The article is devoted to the competence of future teachers to work with migrant children. The changes in the ethnic composition of students taking place in the modern Russian school determined the appeal to the analysis of professional tasks, difficulties and professional requirements of teachers. The methodological idea of the article is the consideration of migrant children as a special educational category of students requiring special methods and technologies of pedagogical activity. The area of application of the results is the pedagogical process of training future primary school teachers in the system of higher professional pedagogical education. Currently, the education system does not adequately meet the current demographic situation in the context of multicultural education: a significant increase in the number of migrant children in schools actualizes the study of ethno-pedagogical competencies of teachers in a multicultural educational environment. Teachers play a key role in the process of social adaptation of a child from a migrant family, but the problem of professional training of teachers to work with migrant children remains open. The revealed ethno-pedagogical nature of the problems, the necessary knowledge, the specifics of the content of the activity in solving the tasks of educational, socio-psychological and cultural adaptation of migrant children allowed us to conclude that the result of training teachers to work with migrant children is the formation of their ethno-pedagogical competence.

ANALYSIS OF FOREIGN EXPERIENCE OF NORTHERN EUROPEAN COUNTRIES REGARDING MODELS OF PROFESSIONAL TRAINING OF FUTURE CREATIVE TEACHERS-LEADERS IN THE CONDITIONS OF HIGHER EDUCATION

Abstract: the article is devoted to the actual problem of forming a “quality” future creative teacher-leader in the conditions of higher education. The focus is on the foreign experience of higher professional pedagogical education in the countries of Northern Europe. It has been established that the professional work of teachers is one of the key determinants not only of educational success of students, but also of their influence on the social and economic development of future Europe. The analysis of models of professional training of teaching staff in higher education in the Northern European countries made it possible to identify a system of priorities in the professional training of teaching staff. The foreign experience of the conducted research can be useful in the context of the training of pedagogues-leaders in the conditions of the higher education system of Ukraine, will contribute to the improvement of the training process.

Self-Assessment of Pedagogical Abilities in the Professional Training of Elementary School Teachers

Introduction. The article analyzes the development of self-esteem of the pedagogical abilities of students – future primary school teachers. The relevance of the study is determined by the ambiguity of modern data on the nature of the influence of self-esteem on the professional training of teachers and the need to manage the development of the personality and activities of the future teacher in the context of the introduction of updated educational standards. The purpose of the article is to establish the psychological features of the development of self-esteem of the pedagogical abilities of students, as well as the nature of its connection with the motivation for learning and the reflection of educational and professional activities. Materials and Methods. The study sample consisted of 1st–4th year undergraduate students of the Pedagogical University studying in the field of “Primary Education” (n = 104). In order to study the psychological characteristics of self-esteem of pedagogical abilities, motivation for learning and reflection of activity, self-assessment scales and standardized questionnaires were used. Processing of the results was carried out by methods of primary descriptive statistics, methods of comparison and correlation analysis. Results. The dynamics of changes in the perceptions of students - future primary school teachers about the correspondence of their abilities to the teaching profession is analyzed. The role of self-esteem of abilities in the development of learning motivation at the university and reflection of educational and professional activities is shown. It has been established that a high self-esteem of pedagogical abilities has a negative impact on adaptation to study at a university and the adoption of new means and methods of educational and professional activities for a school graduate. The psychological mechanism for launching the development of a professional educational program is the realization of the discrepancy between the developed methods of educational activity and the requirements of the university. Discussion and Conclusion. The results of the study contribute to pedagogical psychology, the psychology of the teacher’s work and his professional training. The conclusions and generalizations presented in the article make it possible to improve not only the process of professional pedagogical education, but also the system of psychological and pedagogical support for the development of students – future primary school teachers.

Didactic potential of the academic courses of the natural science cycle for prospective teachers’ ecological culture development

Currently, the vital activity of an individual increasingly determines the need for an effective method of existence that would meet the solution of important problems in the field of environmental sciences. For a long time, environmental education has been the main focus of this higher school, as well as the education system as a whole, including preschool, school, secondary vocational and higher education. The formation of the basic base of ecological thinking among prospective specialists and the connection to reality are the dominant criteria for the life of society, as well as its adequate promotion in the formation of the necessary humanitarian and pressing issues of modern times. The present directions of development in education and upbringing require changes and restructuring of its structure, methods and options for solving innovative goals. Currently, the main goal is to form a certain connection to life in all its spheres, to understand the interrelation and interdependence of objects and phenomena of the world, which the reasonable person himself becomes a part of. Modern psychological and pedagogical experiments show the necessity of increasing the role of higher education in determining the fundamental goal of ensuring and giving an ecological orientation to the entire educational process at the university. The stage of ecologization of upbringing and education is determined, first of all, from the teacher, his social and professional competence, worldview, mentality, culture. The issue of ecological culture is well-known today. In the structure of professional education, the ecological path as a result of ecological culture development among bachelors of pedagogical universities is one of the driving forces in our world, there is a need to combine ecological and natural science pedagogical education into a single whole, common: there are cardinal changes in certain systems, cultural norms, standards, ideals among real youth. In the state educational standard of higher professional pedagogical education, the most important dominant goal is highlighted to create a personality of a prospective specialist with the most significant ecological culture, which strives for a certain permissible influence with the world; an individual who stands out mainly by beliefs, necessity in behavior for the preservation of natural resources. The most important fact is the necessity of the importance of the ecological responsibility of the prospective teacher in the development of the main aspects of ecological culture development among prospective specialists who can create a personality, they are distinguished by a careful attitude to nature as a whole. Therefore, the most in demand at the socio-pedagogical level is the need to increase attention to the problems of ecological culture development among pedagogical university students prospective teachers and specialists. This paper examines a leading role of the courses of the natural science cycle for bachelors ecological culture development. The structure of the academic courses of the natural science cycle is very much dominated by the rest of the university courses on environmental content, since ecological hypotheses, ideas, concepts, laws, theses, antitheses, etc. appeared and developed in them. In addition, natural science terms are a priority basis for considering the unified structure natural environment society individual.

Pedagogical Studio as a way to develop the technological competence of prospective foreign language teachers

Modern research in the field of professional pedagogical education, as well as training of prospective teachers of a foreign language reveals a necessity to implement theoretical knowledge, skills and abilities in the process of professional training of prospective teachers of a foreign language. The research results also show urgent need for deeper and more versatile development of acquired skills, including technological skills in various systems. The authors of the paper have chosen a pedagogical studio as one of the ways to develop technological skills of prospective foreign language teachers, mastering the higher education program in accordance with the Federal State Educational Standard 3++ and majoring in 44.03.01 Pedagogical education (bachelors degree level). During the implementation of the curriculum of the bachelors professional training program, a necessity to use pedagogical studios as a way to develop the technological competence of prospective foreign language teachers was defined. Career guidance, as one of the components of the pedagogical studio, provides an opportunity for a more detailed immersion into professional activities of a prospective teacher, reveals all the nuances of working in the school education system which also provides an opportunity to communicate with professionals and to exchange experience. Career guidance activity involves calendar and thematic planning aimed at the development of technological skills, and therefore, technological competence.

Conceptual Fundamentals of Building an Innovative Model of Professional Training of a Teacher of Physical Culture

The article considers education as the main factor and indispensable condition of socio-economic progress, the most important value and main capital of modern society, the priority and driving force of which is a person capable of search, independent, creative thinking, learning, socio-professional activities and creativity. The need for a radical change in attitude to physical culture is emphasized, its great importance is emphasized as a universal and personal value that encourages people to take care of their health, to engage in self-education in this field throughout life. Accordingly, the need to improve the training of highly qualified personnel in the field of physical culture and sports is emphasized. The teacher must be able to educate the next generation to be creative and independent. Therefore, the development of new approaches to the content and organization of the educational process, which provide and stimulate the personal activity of the student, is crucial in the system of training specialists with higher physical education. The orientation of professional pedagogical education on the individual and creative development of the personality of a physical education teacher is considered as a means of improvement, and as a strategic direction of professional training of teachers on the basis of personality-oriented approach. Introduction of humanistic models designed to implement a personal approach related to the transfer of emphasis from the process of learning (teaching) to the process of individualized learning. In this regard, before the training of future teachers of physical culture is the task of transition to personality-oriented education, the priority of personal development, its ability to self-improvement, self-realization.