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.

The article considers pedagogical artistry as one of the actual phenomena of modern pedagogy. The review of the components and functions of pedagogical artistry in the context of professional activity is carried out. The data of an empirical study of the awareness of students-future teachers about pedagogical artistry are analyzed, the technologies of its formation in the process of their studies at the university are outlined.

The relevance of the study meets the conditions for the implementation of the Decree of the President of the Russian Federation "On the national development goals of the Russian Federation for the period up to 2030 and for the future up to 2036", including those with the aim of solving the problem of ensuring the accelerated implementation of digital technologies in the economy and social sphere. Considering the general provisions of this normative document for the development of education, it is necessary to admit that a modern educational organization requires competent personnel. It is important that the training of modern teachers requires the modernization of education, including professional education, where digital tools of educational activities should be widely introduced, included in the information environment of higher education institutions to ensure educational opportunities and improve the quality of education, including pedagogical education. The main objective of the study is to describe the possibilities of using adaptive learning in the context of digitalization of higher pedagogical education. The research is based on the following approaches, which constitute its methodological basis: systemic, personality-oriented and activity-competence. The research methods include analysis of domestic and foreign psychological and pedagogical literature (monographs, articles, etc.), synthesis of existing ideas, comparison, juxtaposition and generalization, analogy, as well as the study of regulatory documents, generalization of the pedagogical experience of university teachers and products of independent activity of students, conversation, observation. The novelty of the study consists, firstly, in the presentation of the author's ideas about the advantages of adaptive learning in the context of digitalization of education, which consist in the fact that this technology is aimed at implementing personalized learning, the purpose of which is to provide effective, efficient and individual learning paths to involve each student in the digital educational space. Secondly, in the description of the methods for constructing fundamentally new learning content using adaptive technologies in the discipline "Pedagogy" in the digital educational environment "Moodle", an attempt is made to generalize the effectiveness of such solutions. The results obtained during the study are based on the accumulated theoretical material and many years of the authors’ practical experience. The theoretical significance of the research results lies in the possibility of using the principles of adaptive learning in organizing the learning process in the context of digitalization of pedagogical education. The practical significance of the results of the research work lies in the possibility of their use in the development of educational and methodological tools for disciplines in the pedagogical field of training.