Preparation Of Future Teachers Research Articles

Implementing climate literacy in schools — what to teach our teachers?

Climate literacy (CL) comprises knowledge, skills, and attitudes that enable individuals to counteract the global threat of anthropogenic climate change. Teachers’ knowledge and pedagogy are main predictors of students’ learning outcomes, but teachers are insufficiently prepared in the interdisciplinary field of CL. In a multilevel interrogation of experts in the fields of climate science, education research, and school, we derived 13 delineated themes describing necessary knowledge concerning the scientific background of climate change as well as pedagogy and teaching strategies. These themes indicate that teachers need a broad basis of understanding the climate system, climate science, causes of, impacts of, and dealing with climate change as well as the ability to convey this interdisciplinary content into teaching, by making the topic personally relevant and strengthening students’ role as change agents. The findings underline the need to promote interdisciplinary ways of teaching towards CL and provide a baseline for the development of future teacher preparation.

LANGUAGE STRATEGIES IN TEACHER EDUCATION: A PHILOSOPHICAL EXPLORATION OF POLICY, PEDAGOGY, AND ETHICS IN SHAPING FUTURE EDUCATORS

The philosophy of foreign language training in teacher education is a complex and multifaceted domain that intersects with a variety of educational, ethical, and sociopolitical issues. This article conducts a theoretical analysis a imedatdissecting various dimensions of language education as they pertain to the preparation of future teachers. Specifically, the paper delvesin to the role and importance of language education in teacher training, modern standards of foreign language competency, the time allocation for language training, and theethical considerations in herentin these programs. Through a critical review of the existing iterature and theoretical frame works, the article reveals the implicit and explicit philosophical underpinnings that shape current practices, evaluations, andpolicies. Among the key findings are the need for a more holistic approach to language training that extends beyond linguistic proficiency to encompass cultural competency and ethical awareness. The article concludes by highlightingth eimplications of these findings for educational policy and suggesting avenues for future research. The hopeis to contribute to a more integrated, philosophically informed understanding of language education, settingthes tage for more effective and equitable teacher preparation programs.Keywords: philosophy of education, foreign language training, teacher education, educational policy, ethical considerations.

The system of preparing future teachers for providing moral education of schoolchildren within the digital learning environment: A comparative analysis of undergraduates and academics’ evaluative opinions

Introduction. The article is devoted to the problem of preparing future teachers for providing moral education of school students within the digital learning environment. The purpose of the study is to compare the attitudes of academics, who are developing the system of preparing future teachers for providing moral education of school students within the digital learning environment with students’ opinions about the effectiveness of its components. Materials and Methods. The research follows the systemic, activity-based and personality-oriented methodological approaches. The systemic approach allows to study the preparation of future teachers for providing moral education of schoolchildren in the digital learning environment as a system. The activity-based approach makes it possible to identify specific types of activities within the system. The personality-oriented approach contributes to selecting the contents according to the interests of future teachers. In order to achieve the purpose of the study, the authors used theoretical (analysis of scholarly literature, analysis of university work experience, generalization) and empirical (ranking, survey, interview) research methods. Statistical data processing was conducted by means of the Mann-Whitney U-test. The sample consisted of Education undergraduates (n = 122), newly-qualified teachers (the graduates of the university) (n =10), and academics (n=40). Results. The results of the theoretical research demonstrate that preparation of future teachers for providing moral education of school students within the digital learning environment has systemic characteristics and is implemented in the process of studying education disciplines, work placements, independent learning, participation in extra-curricular activities organized by the university, their own school experience, information obtained from the Internet, and studying experience of teaching staff at schools. The research supports the opinion that transferring skills between learning environments is a complicated task. Consequently, targeted work is required on order to prepare future teachers for educating school students in the digital learning environment. In the process of empirical research, it was revealed that the most effective ways of teacher training today are work placements, education disciplines, and personal learning experience of prospective teachers. The authors emphasized that students consider traditional methods of preparation, for example, independent learning, to be more effective than obtaining information from the Internet, while the academics have the opposite point of view. The results of the study have proven that the balance between the real and digital environments is significant for effective teacher preparation. Conclusions. The article concludes that the system of teacher education should be supplemented by the electronic learning environment which comprises theoretical and practical issues of providing moral education of school students within the digital learning environment. The preferences of future teachers and academics largely coincide, that can contribute to the effectiveness of education. However, academics overestimate the theoretical component of the curriculum.

Readiness of future teachers for successful professional activities is the result of effective management of the university's educational process

The article theoretically substantiates the strategy of managing the training of a successful personality of a future teacher, an important resource for improving the quality of the educational process of the university. The possibilities of managerial functions of a teacher in the formation of students' readiness for successful professional activity are revealed; readiness for successful professional activity is considered as a result of effective management of student training. The essence, content, structure, criteria and levels of formation of this complex personal formation are concretized; the structural-functional "Model of managing the formation of students' readiness for successful professional activity" was developed and tested, its effectiveness was experimentally confirmed. The possibilities of various forms of organization of the educational process (lectures, practical classes, trainings), methods, means of its implementation were checked; the role of management in the use of educational technologies is shown, which ensure the effectiveness of managing the professional training of students and the positive dynamics of the level of their readiness for successful pedagogical activity.

The landscape of US elementary mathematics teacher education: course requirements for mathematics content and methods

AbstractThe adequate preparation of future teachers of mathematics is critical, requiring sufficient opportunities to develop both pedagogical skill and content knowledge. Yet, despite new recommendations for mathematics teacher preparation, we know little about the landscape of course-based learning opportunities in US elementary teacher education programs. To what extent do US elementary teacher education programs meet the Standards for Preparing Teachers of Mathematics outlined by the Association of Mathematics Teacher Educators (AMTE) for mathematics content and methods courses? Based on an a priori power analysis, we gathered a random sample of 291 higher education institutions. Within these institutions, we analyzed 736 programs, including Bachelor’s, Master’s, and Credential programs. We found that overwhelmingly US elementary teacher education programs do not meet the aspirations outlined in the AMTE standards, with Master’s and Credential programs and those covering all elementary grades particularly falling short. Potential explanations for these challenges and implications for teacher education program design are discussed.

Критерии и показатели готовности будущих педагогов к использованию новых социальных медиа в образовательном процессе школы: результаты эмпирического исследования

The article is devoted to the problem of professional training of modern teachers to work in the new conditions of the information society, which determine the development of new forms and methods of organizing pedagogical interaction. The criteria and indicators of the readiness of future teachers to use new social media in the educational process of the school are disclosed. The results of an empirical study aimed at identifying the level of formation of such readiness among modern students of pedagogical universities are presented. The necessity of organizing special conditions at the university to optimize the process of media education for future teachers has been established.

Language Teacher Identity and Emotions in a Duoethnographic Narrative: The Perspective of Teacher, Parent, and Teacher Educator

Teacher identity building rather than learning teaching in terms of skills and subsystems has recently been acknowledged as a priority in future teacher preparation. Several teacher identity models have been offered, including the 3A Language Teacher Identity Framework (3ALTIF) (Werbińska, 2017a) in which teacher identity comprises affiliation (teachers’ willingness to teach), attachment (teachers’ beliefs related to their teaching) and autonomy (teachers’ agentive, reflective, and resilient powers). With hindsight, it seems that the 3ALTIF, which drew on other identity models available at the time of its conception, does not address the affective side of language teacher identity explicitly enough and therefore can hardly embrace the uniqueness of this profession. That is why we decided to explore the issue of emotions more deeply and conduct a lengthy duoethnographic narrative to consider the 3ALTIF’s ‘missing’ component for the future ‘improvement’ of the 3ALTIF. Duoethnography was chosen as a qualitative research method thanks to its novelty, its suitability for investigating identity issues and the opportunity it provides for us to explain and express ourselves. In our duoethnographic dialogues we focused on our own emotions from three perspectives: former school language teachers, language teachers as parents, and language teacher educators, all of which are the roles we have played. The findings reveal our experience of emotions that once affected us and also suggest that emotions are not only psychological constructs but have social dimensions as well.

Color Differentiation of Digital Risks in Teacher Education

Introduction. At the present stage of education digital transformation, the urgent task is being addressed to train educators who are ready to meet the challenges and risks of a changing and unstable digital world. Digital risks differentiating and adjusting the course of digital learning for future educators constitute the study problem and goal. The paper draws attention to the issues of digital transformation in the educational system carried out under conditions of uncertainty, as well as ways and opportunities to adjust the course of digital learning, ensuring the readiness of future teachers for the changes that are coming in the near and distant future. Materials and Methods. Leading research methods: system analysis of digital risks in teacher education, scenario modeling of network interactions and digital learning in basic risk situations, pedagogical experiment. The dynamic set of analytical and predictive judgments of future teachers about the possibilities of overcoming risk situations constitute the experimental materials. In research, digital risks are differentiated by three definable parameters: subjective sense of danger, relative risk and probability of threat. Results. The algorithmic model provides risk classification features and color codes. Their influence on the choice of safe behavior strategies in basic risk situations associated with networking and digital learning is described. The study reveals the authorʼs idea of risks color differentiation, which in this paper is illustrated by examples of teachers’ professional activities in networking and digital learning situations. The paper practical significance lies in pedagogical influences of algorithmic model approbation in risks situations of different danger levels: especially dangerous, moderate and underestimated risks in the dynamic digital space. It is concluded that actions in danger situations can be effectively regulated by light signals similar to a modified traffic light. Each signal can be matched with an individual scenario included a stereotypical behavior algorithms set that is assigned considering the real danger and subjective feeling on it, the basic scenario and prediction corresponding to it. The survey final measurements showed that the future teachers who passed the experimental training significantly decreased their subjective sense of danger. Discussion and Conclusion. The pedagogical experiment reveals that the study of risk situations, pedagogical activity scenario modeling and orientation to color cues in typical risk situations reduce the teachers’ uncertainty sense and give positive shifts in teachers’ training.

Rola nauczyciela wczesnej edukacji w identyfikowaniu i reagowaniu na przejawy przemocy domowej – między prawnym obowiązkiem a odpowiedzialnością moralną

This is a theoretical paper which presents the role of early childhood education teachers in identifying and responding to domestic violence. Two contexts are used: moral responsibility and legal obligation (resulting from the provisions of the relevant legal acts). The focus is on early childhood education teachers, being aware that along with medical staff, they are the most likely to detect and intervene in cases of child abuse up to the age of ten. The article aims to fill in the gap in publications focused on the role of education workers, including early education teachers, in responding to manifestations of domestic violence, as well as their insufficient participation in activities within the violence prevention framework. It may be an incentive to verify the course of studies curricula in terms of content conducive to building the readiness of future teachers to take responsible actions to minimize the phenomenon of child abuse.

Особенности формирования профессиональной компетентности студентов, обучающихся по направлению подготовки «Педагогическое образование (иностранные языки)»

Higher education, being primarily professional education, aims to train a specialist with the necessary qualifications aimed at solving professional problems in a particular sector of the economy, and is also focused on the formation of a harmoniously developed personality. In this regard, pedagogical education, also focused on the training of a teacher of a certain qualification, puts the foundation of professional knowledge and practical pedagogical skills as pedagogical and methodological competencies as the basis of training, and for a teacher of a foreign language, the subject competence is the formation of a foreign language communicative competence of a certain level. This article describes the theoretical features of the formation of professional competence of a teacher in undergraduate studies as a basic level of professional education based on theoretical and methodological provisions and functional components of education; also, on the basis of an experimental study, the formed communicative and methodological levels of readiness of future teachers of a foreign language were determined, as a result of which a lack of methodological knowledge of future teachers in terms of the practical organization of the teacher's work was established. One can also note the absence in the education standards of specific requirements necessary for professional activity. In particular, for a foreign language teacher, the specific knowledge, skills and abilities required for further work are not indicated.

Investigating Teacher Educators’ Perceptions on Technology Integration in Teacher Preparation Programs

The researchers focus on the TPACK framework, which is used to assess teachers' understanding of how to use technology in the classroom. The goal of the model is to define the skills and knowledge teachers need to effectively integrate technology into their lessons. Teacher educators’ can better prepare their students for the problems of the modern world by applying the TPACK. Teachers need to have a high level of the ability to integrate their knowledge of subject matter, pedagogy, with the integration of technology. In the Pakistani setting, there is still a lack of technological integration in educational settings. The purpose of this research was to determine how well teacher educators in Karachi, Pakistan, use TPACK and associated domains in their classrooms for the preparation of future teachers. Teacher educators from private teacher education institutions of Karachi were conveniently sampled for this quantitative survey research study. Data was analyzed using SPSS, and the study's measurement and structural models were put through their paces using Smart PLS. It is one of the more sophisticated programs for structural equation modeling that uses partial least squares (PLS-SEM). The study found that teachers educators' technology and technological pedagogical knowledge significantly effects on their TPACK in a positive way. Conclusions and suggestions for further research are provided for implementing the TPACK framework in teacher education programs and designing learning strategies for enhancing instructors' pedagogical skills in light of the study's findings.

Professional training of future fine arts teachers for the use of graphic design

The article is devoted to the urgent problem of training future fine arts teachers for the use of graphic design. The goal of the article is to systematize and generalize scientific research on the training of future fine arts teachers for the use of graphic design. It was specified that in modern society the issues of forming the professional qualities of the art teacher, creating the conditions that would ensure their training in the system of higher pedagogical education are becoming particularly acute. After all, nowadays there is a need to develop design skills and mastery in future art teachers who could use graphic design in their professional activity, as well as teach this craft to students so that they can create brochures, magazines, books, advertising products, various packaging, web design etc. It has been proven that the training of such specialists who have the basics of design culture is an urgent problem of modern art pedagogy. It was determined that the formation of design skills in students as an integral component of the professional qualities of a future teacher of fine arts is realized in the process of their activity, during which individual characteristics are manifested, which contribute to the formation of a person’s positive attitude towards their profession and the people with whom they work, as well as the desire for personal growth and professional improvement. In general, the training of future fine arts teachers for the use of graphic design is a long, controlled, responsible process of forming professional competences, the result of which is knowledge and skills that future specialists will use in their further activities; it is the unity of theoretical and practical readiness of future teachers of fine arts to use graphic design in their professional activities. It has been confirmed that proper training of future art teachers with established professional competences will provide opportunities to become competitive in the service market.

The essence of training future language and literature teachers for cross-cultural education of students in a multicultural environment

The article is devoted to the urgent problem of training future teachers of language and literature for cross-cultural education of students in a multicultural environment. The aim of the article is to systematize and generalize scientific research on the preparation of future teachers of language and literature for cross-cultural education of students in a multicultural environment. Based on the study of existing views, it was determined that the preparation of qualified teachers of language and literature for cross-cultural education of students in a multicultural environment is one of the main tasks of nowadays in the modern education system of Ukraine. According to the Concept of Pedagogical Education, Ukraine is a multicultural and multinational state, taking into account the fact that the educational system deals with a complex, ethnically diverse, culturally and mentally heterogeneous contingent, the education of citizens in the environment of the country’s national culture is of particular importance. And this requires updating the methodology and content of language and pedagogical training. The author clarifies the meaning of the concept of cross-cultural learning – an organized activity that takes place in a multicultural educational environment, aimed at the study, assimilation and comparison of different cultures, as well as the formation of multicultural values and skills of intercultural interaction and the acquisition of experience in intercultural communication. It has been confirmed that the development trend of multicultural training of future language and literature teachers is aimed at openness, accessibility to other cultures and involves their personal and cultural development based on involvement in cross-cultural activities, forming values, adequate views and attitudes. The specifics of training future teachers of language and literature for cross-cultural education of students in a multicultural environment have been determined as a process characterized by the generalization of professional inclinations, knowledge, abilities and skills aimed at organizing cross-cultural education of students in a multicultural educational environment. It has been confirmed that the result of this process is the readiness of future language and literature teachers for cross-cultural education of students in a multicultural environment.

Формирование готовности будущих педагогов к противодействию проявлениям буллинга в школьной среде как педагогическая проблема

The paper substantiates the importance of counteracting manifestations of bullying in the school environment. The definition of the concept of “bullying” is given. The authors analyze scientific literature on the problem of forming the readiness of future teachers to counter the manifestations of bullying at school. The role of the teacher in the prevention and correction of manifestations of bullying among students is shown. The compo-nents of the readiness of future teachers to counter the manifestations of bullying in the school environment are highlighted: motivational-value, cognitive, functional activity, and personal. The results of an anonymous survey among undergraduate students (the university training direction is “Pedagogical Education”), aimed at determining the readiness of future teachers for the prevention and correction of bullying among schoolchil-dren, are presented. The measures are proposed to prepare students for the prevention of various manifesta-tions of bullying in the children’s environment. It is concluded that high-quality spiritual, moral, psychological, pedagogical, and technological training of future teachers can become one of the conditions for creating a safe intra-school environment for all subjects of educational relations.

Debatability as a principle of teacher education: methodological aspects and practical implementation

Introduction. Debatability is considered as a manifestation of dialogism and as one of the conditions for the formation of democratic thinking. The main characteristics of debatability as a principle of teacher education are revealed: realization of the right to formulate one's own professional position and its public discussion; harmonious combination with the main methodological approaches in education; creative and probabilistic character; joint identification of the meanings of pedagogical activity. The preparation of future teachers for the implementation of debatability in the educational process is defined as the modern mission of a professional pedagogical institution. The relationship between the philosophical substantiation of the principle of discussion and its specific implementation in the activities of a teacher of pedagogical disciplines is shown.Materials and Methods. With the use of the theoretical analysis, the properties of the discussion that determine its use in the professional training of future teachers are highlighted. The ideas of students of the pedagogical college about the influence of the role and place of discussion in their professional training were studied and analyzed on the basis of the results of the survey and the products of activity. Also, a conversation was held with fellow teachers about the possibilities of using the discussion. The ranking method made it possible to identify the most effective methods for implementing the principle of discussion in the practice of teaching the academic discipline «Pedagogy».Results. The ideas of future teachers about discussion forms and methods of teaching have been studied. The main methodological methods for implementing the principle of discussion in teacher education are considered. The risks and limits of the application of the discussion are substantiated. The development of debatable forms and methods of teaching is considered as a condition for stimulating professional self-development. Potential directions for improving the professional training of future teachers for mastering the discussion are identified, including the expansion of the use of discussion by students in the course of teaching practice.Discussion and Conclusions. The implementation of the principle of discussion predetermines the rejection of traditional subject-object models of pedagogical education and the transition to a dialogic model. The equality of the main methodological approaches (culturological, dialogic, axiological, activity, anthropological, personal, technological) requires the implementation of their balance in the methodological activity of the teacher. The choice of discussion as a teaching method depends on the value priorities of the teacher. Modern students are ideologically ready to participate in dialogic forms of education. Democratic thinking as a tool for the humanistic worldview of future teachers is one of the main results of the discussion.

PROFESSIONAL COMPETENCE FORMATION OF FUTURE TEACHERS OF THE INTEGRATED COURSE “ART”

The article presents the analysis results of educational practices for future teacher training for teaching the integrated course “Art”, which made it possible to ascertain the presence of a specific approach of higher pedagogical educational institutions to the necessary competencies formation. It has been emphasized that institutions of higher education choose different paths. The first one is deepening the content of individual academic disciplines of educational and professional training programs for music teachers, fine arts teachers, or choreography teachers with information that contributes to competencies formation for teaching the integrated course “Art”. The second one is the introduction to the educational and professional programs “Secondary Education (Musical Art)”, “Secondary Education (Fine Arts)” or “Secondary Education (Choreography)” of individual educational components aimed at students mastering other types of art and their teaching methods with the aim of preparation of future teachers for the integration of various kinds of art in the process of art education. It has been emphasized that one of the ways of professional training of a teacher of the integrated course “Art” at Poltava V. G. Korolenko National Pedagogical University is a combination of the above-mentioned approaches with the introduction to the educational process of students majoring in “Secondary Education (Musical Art)”, of the certificate educational program “Integrated Course “Art” for Institutions of General Secondary Education”. It is noted that the proposed certificate educational program provides for the presence of such educational components as “History of Culture”, “Art Pedagogy”, “Theory and History of Fine Arts”, “Theory and History of Choreographic Art”, “Fundamentals of Theater and Screen Art”, “Non-Formal Art Education”, “Methodology of Teaching Fine Arts”, “Methodology of Teaching Choreographic Art”, “Multimedia Technologies in Education and Art”, “Computer Arrangement", etc. It has been emphasized that mastering the content of the above-mentioned educational components by future teachers of musical art is the key to the necessary competencies formation for teaching the integrated course “Art” in a general secondary educational institution.

Preparation of Future Teachers for Measuring Technical Quantities

In addition to acquiring pedagogical and methodological competencies, preparing future teachers of scientific subjects is also focused on acquiring practical skills of students from various technical fields. One of these fields is the measurement of technical quantities. The paper presents the methodological basics necessary for the preparation and implementation of environmental temperature measurement and the results of the measurements obtained by the students. Two thermometers were used to measure the temperature. The classical thermometer measured the air temperature, and a spherical thermometer measured the radiation temperature of the same environment. The obtained data were evaluated using methods of descriptive statistics, and the whole experiment was also assessed from the point of view of measurement methodology. The data obtained from the measurements of both thermometers showed differences, allowing the students to understand the difference between air and radiant temperatures.

ШЛЯХИ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ МУЗИЧНОГО МИСТЕЦТВА ДО СЦЕНІЧНОЇ ДІЯЛЬНОСТІ У ПРОЦЕСІ ІНСТРУМЕНТАЛЬНОЇ ПІДГОТОВКИ

The author of the article studied and mentions the specific of performing skills, effective methods, techniques, conditions that ensure efficient formation of readiness of future teachers of musical art to activity on stage during instrumental training, emphasizing on such qualities of a musician as psycho-emotional states during a concert realization; emphasizing on recommendations for an effective implementation of an interpretive model of music works. A concert performance is a special form of activity on stage of a future music teacher. This type of professional activity has its own regularities that must be considered not only during the preparation period of the concert, but also in the process of working on a piece of music. Students of higher education and teachers should consider the specific peculiarities of thinking and specialties in behavior during activities on stage and peculiarities in the creation of the performance form of a musical work precisely during preparation for the performance. Understanding these phenomena will contribute to successful achievement of artistic goals in the process of activity on stage, professional development of the future specialist as a whole and will help prevention and coping stage stress, the path of which is multifaceted and complex. Working with stage stress, in most cases, should be built based on individual approach to the development of stage reflection, creation of positive psychological attitude, formation of constructive skills, a creative and positive attitude to extreme situations. The very necessity of overcoming stage stress became the key to determining the paths of formation of readiness for activity on stage in the process of instrumental training of future music teachers as it allowed to find new resources of qualitative basis for improving executive training in accordance with modern requirements. After all, psycho-emotional states often become an obstacle to performance excellence during a concert performance. Key words: readiness, activity on stage, instrumental training, methodological approaches, higher education applicant, future musical art teacher.

Formation of Goal-Setting Skills as an Integral Component of a Teacher’s Professional Development

The article reveals the concept of goal-setting. In defining the concept of a goal, we proceed from the fact that the goal should express the planned results of activities. The goal-setting ability is considered as a system-forming skill both in the preparation of future teachers and in the improvement of professional competencies of practical teachers. The purpose of the article is to present the results of a study on the justification and development of the content of teaching teachers aimed at the formation of goal–setting skills. The methodology of the research is a system-activity approach, in which the results of education are considered as a system-forming component. In the analysis of psychological, pedagogical and methodological literature, the concept of goals in teaching was clarified, generalized areas of goal-setting – subject and meta-subject– were identified, problems of the formation of professional competencies of teachers in terms of goal-setting and ways to solve them were identified. The identification of problems in the formation of goal-setting skills occurred both on the basis of the analysis of literature, written works of teachers and students, and in the process of observing their practical activities. As the main methodology for the formation of goal–setting skills, the SMART method was chosen– the method of setting “smart” goals. In the process of teaching mathematics teachers at advanced training courses, as well as teaching students– future teachers, training aimed at developing goal-setting skills using the SMART methodology was conducted as an approbation. In conclusion, conclusions are drawn about the expediency of organizing special training in goal-setting skills for both future teachers and working teachers as part of professional development.

Проблема психологической готовности будущих учителей начальных классов к профессиональной деятельности

<p>This article attempts to analyze the problem of psychological readiness of future teachers of primary general education. The concept of “psychological readiness” and its main characteristics are analyzed. An empirical study of psychological readiness for professional activity of a teacher from the position of factors of psychological readiness, emotional-value attitude and professional identity was conducted. The results obtained indicate that the main professional ideas have been formed: about yourself as a specialist, your role, and professional goals. Objective factors of psychological unpreparedness of the subjects were studied: low social status, professional overload, dissatisfaction with the climate in an educational institution. As personal factors, the subjects noted emotional difficulties — professional fears, emotional shock from professional problems they would have to face, low stress tolerance, diffuse identity. The obtained results allowed us to draw conclusions and formulate general directions for solving this problem in practical education.</p>