Keyword: «future teacher»

The article describes the results of the study on the stated topic, which helped to reveal the essence and concept of the individual style of pedagogical activity, highlight the most significant, essential characteristics. The influence of the individual style of pedagogical activity on the learning motivation of students in beginners and future teachers is shown in comparison. It is proved that the individual style of pedagogical activity of future teachers and novice teachers generally correlate.

The article characterizes the concepts of "stress", "emotional burnout" and "prevention of emotional burnout" of a future teacher in the process of professional training based on the analysis of modern pedagogical and psychological research. The results of our own experimental study of the degree of emotional burnout of senior students in the direction of Pedagogical education are presented. A preliminary analysis of the data obtained was carried out and based on the identification of components, criteria, indicators and the selection of appropriate diagnostics, ways of forming the readiness of future teachers to withstand stress and emotional burnout were outlined.

The presented article is devoted to the urgent problem of socio-ecological education in the system of higher pedagogical education from the viewpoint of its content and determination of educational results. The process of socio-ecological education is focused on the formation of a system of competences in a university graduate, allowing him/her to solve professional problems not only with a clear subject orientation, but also those that are associated with universal characteristics, in particular, in social and environmental spheres. The purpose of the article is to justify the component structure and the essence of such an integrative characteristic of a pedagogical university graduate as socio-ecological competence. The degree of scientific elaboration of the problem of socio-ecological competence formation among university graduates allows us to define it as a certain integrative characteristic based on a value-ideological foundation. A graduate who has gained socio-ecological competence is characterized by systemic knowledge, formed philosophical and professional ideas, as well as a subjective position regarding the solution of problems related to environmental protection and the responsibility for the consequences of personal decisions. The works of O.S. Anisimov, D.S. Ermakov, S.V. Alekseev, T.A. Oreshkina, S.N. Glazachev, A.I. Subetto, O.A. Nechaeva, O.E. Perfilova, E.N. Chekanushkina, E.G. Sharonova and other scientists allow us to define the structure of the socio-ecological competence of the future teacher from the standpoint of systematicity and integration, where each of the selected components cannot exist without relation with others. The difference in the verbal designation of the components does not prevent the allocation of their meaningful commonality in the form of a combination of motivational, value, cognitive, practical components. The theoretical significance of the article lies in the generalization and analysis of the current views of foreign and domestic scientists regarding the content of social and environmental competence. The scientific value of the article is in substantiating the author’s view on the problem of determining the essence of the component content of the social and environmental competence of a university graduate in the form of motivational-value, cognitive, orienting-reflexive and activity components from the standpoint of axiological, competency-based and interdisciplinary approaches.