Keyword: «training of future teachers»

The relevance of the article is due to the need to analyze problems and identify difficulties in the conditions of teaching foreign language to students of non-linguistic specialties of a pedagogical university in a remote format, analyzing assessments and personal qualities of future teachers after a semester conducted in online training. The problem of the development of the personal component of future teachers is of interest to the pedagogical community and becomes most relevant in the conditions of distance learning. The purpose of the study was to explore the experience of online learning, to identify the difficulties of developing a personal component in an electronic environment. In order to achieve the main goal, this article addresses personal and developmental education and axiological aspects in the training of future teachers in a distance education environment, outlines the difficulties faced by teachers in the changed conditions. The main problem was the lack of experience of many teachers in the new regime, the lack of certain methods of teaching a foreign language online, contributing to the development of professionally significant personality qualities, the development of personal potential, and the formation of universal human values. As a result, the knowledge and skills obtained in the new educational conditions under the Foreign Language educational program at the Volgograd State Socio-Pedagogical University are analyzed. According to the results of the study, the development of professionally significant personality qualities remained undecided within the framework of a humanistic approach in education, personal development education, as part of the functioning of axiological aspects in the training of future teachers. In the online learning mode, in the absence of real communication, mutual enrichment, interaction with the teacher, difficulties arose in creating personality-developing situations at foreign language classes. Personality-developing situations act as a means of forming various types of personal experience, expressing a personal position, which is very important for the training of future teachers. Methods used: theoretical - analysis of methodological literature and regulatory documents, forecasting results; practical - pedagogical observation, analysis, testing - help to reveal the main problems of the development of the personal component in the conditions of distance learning for future teachers. The research materials can be used for further research aimed at developing methods for creating personality-developing situations in remote education, revealing the axiological aspect of training future teachers in the new educational conditions.

The relevance of the study is due to the problem of finding ways to increase the activity of student teachers in the process of professional training at the university. The article justifies the expediency of using the blende learning model ("flipped classroom") as a form of training organization. The purpose of the article is to summarize and present the experience of organizing blended learning using the opportunities provided by the Microsoft Teams platform in preparing student teachers to manage the project activities of schoolchildren. The methodology of the research is based on the ideas of student-centered and practice-oriented approaches to the study of the issue of finding ways to improve the quality of future teachers training, using the example of the organization of training by means of the MS Teams platform. Based on the achievement of high levels of professional competence obtained during the implementation of experimental work, it was found that the introduction of the "flipped classroom" blended learning model into the educational process had a positive impact on the activities of student teachers in the process of their purposeful professional training. The theoretical significance of the work consists in the generalization of the potentials of MS Teams tools use in the organization of training using the "flipped classroom" blended learning model. The main advantage of this electronic medium, according to the authors, is a set of tools for organizing and implementing interaction between the instructor and student teachers. The practical significance is determined by the proposal to solve the problem of improving the independent cognitive activity of future teachers using a blended learning model ("flipped classroom"), taking into account the opportunities of the Microsoft Teams platform. The results obtained during the experimental work can serve as a source of empirical data used in subsequent studies.

The use of pedagogical technologies that involve improving the quality of education is becoming increasingly widespread in the practice of training student teachers in the higher education system. The article summarizes the practice of the development and application of one of these technologies related to the preparation of future teachers to manage the project-based activities of secondary school students. The purpose of the article: to present a description and demonstrate the advantages of the technology of training future teachers to manage the project-based activities of secondary school students. The theoretical analysis of the problem is supplemented by empirical research using diagnostic techniques: the comprehensive author's methodology (questionnaires on motivational-value, activity-oriented, reflexive-evaluative components, a test on the cognitive component); K. Zamfir's methodology modified by A. Rean "Study of professional activity motivation"; R.S. Nemov's methodology "Pedagogical situations"; methods "Evaluating the level of pedagogical reflection formation " by O.V. Kalashnikova. The research resulted in the development and testing of a technology for training student teachers to manage the project-based activities of secondary school students. The use of the proposed technology makes it possible to train future teachers more effectively, which is proved by the results of the conducted experimental work: the indicators in the experimental group have significantly improved in comparison with the results of the control group. Evidence is given of the effectiveness of using technology for preparing future teachers to manage the project-based activities of secondary school students. The theoretical significance lies in the fact that the definition of the technology of training future teachers to manage the project-based activities of secondary school students is clarified, the pedagogical technology of its formation in the process of training student teachers in a university is presented. The practical significance lies in the fact that the results of the study are implemented in the practice of training future teachers. The conceptual basis of the presented pedagogical technology of training future teachers to manage the project-based activities of secondary school students can be used in the process of training teachers in the system of vocational education.