Oksana V. Shakirova

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.

The issue of the relevance of preparing future teachers for managing project activities of students in the main school is determined by the need to take into account the formation of skills in performing project activities in the final assessment of the students’ results in mastering the basic educational program of basic general education. The purpose of the article is to theoretically substantiate the model of preparing future teachers for managing the project activities of students in the basic school, to reveal its structural and component composition, the content of the stages. To solve the set goal, we analyzed approaches to modeling; identified the essential characteristics and structural components of the model for preparing future teachers to manage the project activities of basic school students; determined the requirements for the created model; presented the content of the model of preparing future teachers for the management of project activities of basic school students. The model includes interconnected units: target, methodological, structural-content, technological, result-evaluative ones. According to the model presented in the article, the training of future teachers to manage the project activities of basic school students is carried out in stages, realizing the function of a technological unit, and generally contributes to the formation of readiness for professional activities. The theoretical significance of the study lies in the fact that the results of the study will contribute to a deeper understanding of the specifics of the training of future teachers; expand scientific understanding of the means and methods for the formation of professionally significant qualities and professional competences; will stimulate the development of the content of the professional training of new format teachers at the university. The practical significance of the study lies in the focus of its results on improving the professional training of teachers in the area of "Pedagogical education". As a result, the structure of the developed model includes elements that make it possible to take into account the possibility of interaction between structural and functional components, but the emphasis in the model is made on the implementation of the pedagogical process itself (process model) - on technology. Technology is part of the model - the examined pedagogical system.

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.