Keyword: «future teachers»

In the article we examine the study of the autopsychological competence of upcoming teachers, what is caused as a result by the need to offer them support in the further formation and creation of high-class skills as well. Probable problems in the formation of assertiveness, its role, difficulties in the individual power of the person of the upcoming teacher. The information of abstract study shows that the numbers of such students include guys with the dominance of calmness, alienation, which is able to be conditioned as well as individual distinctive features, thus also wrong psycho-emotional capital.

Innovative transformations of the system and educational practice of modern secondary vocational education (SVE) are associated with the need of the developing Russian economy for mid-level specialists with basic universal and unique competencies. Pedagogical design and project management, as basic competencies that determine a new quality of professional and pedagogical activity of a teacher of secondary vocational education in the context of systemic changes, are becoming the most relevant. The effectiveness of the project activity of a SVE teacher is ensured by his readiness for it, understanding the essence of design, the formation of an appropriate system of knowledge, skills and professional and personal qualities. An analysis of pedagogical research on the state of the problem under consideration in the practice of vocational education indicates a clearly insufficient level of proficiency in project competencies among teachers of vocational education, a prevailing low level of their readiness for project activities.

The formation of intercultural competence of future teachers is determined by the need to prepare a teacher to work in a multicultural educational space. Among the technologies of active learning, a special place is occupied by role-playing, which contributes to the development of skills and interpersonal interaction, as well as the creative abilities of students.

This article examines the problem of the crisis of professional self-determination among fifth-year student-teachers. The paper presents an analysis of theoretical approaches to the periodization of personal professional development and the crises associated with it, as well as the reasons for students' reluctance to pursue a career in teaching. The authors conclude that students often have a superficial attitude towards choosing their field of study and their future professional path.