Keyword: «future teachers»

The author makes the attempt to approve the thought of the importance of the identity of the teacher in moral and spiritual education of preschool children, and also to define readiness of future teachers for moral spiritually education of preschool children. The criteria and indicators by which readiness of future teachers for moral spiritually education of preschool children was determined are offered. Results of the analysis of questioning and conversations with students at noting stage of experiment that testified insufficient readiness of future teachers for moral spiritually education of children of preschool age are presented, and that confirmed the need of purposeful work in this direction.

The author highlights the substantive aspect of the special course on the formation of readiness of the future teachers to resolve and prevent conflicts in educational work with students; defines the method of forming organizational and communication skills, ability to control their emotions and tolerant attitude towards students and colleagues, skills to analyze its operations and activities students to solve a variety of pedagogical and conflict situations, quickly make the best decisions in emerging situations, etc.

One of the most relevant professional skills today is the ability to work in a team. It should be recognized that the high effectiveness of this work, common incentives, motivations do not arise spontaneously. These are manifestations of the personal potential of its members, a complex of qualities, abilities and skills belonging to individual team members. The aim of the article is to study the personal quality of “initiative” among students of the pedagogical university who are engaged in team activities. The authors studied semantic and substantive essential characteristics of initiative, its structure, specific features. Considerable attention is paid to the analysis of various theories of the teamwork organization, both by foreign and domestic researchers, which cover a wide range of team building issues. Particular attention is paid to revealing social, socio-psychological, pedagogical, administrative and organizational, rational-organizational, administrative-organizational and virtual aspects of teamwork. The authors described a number of specific features of this type of activity: qualitative nature of interpersonal interactions in a group; duality, contradiction of wishes; distinctive national character of the group, manifested in a common, collective team spirit. Based on the analysis of “initiative” concept, its constituent components are identified: motivational-volitional, procedural-activity, and reflexive-evaluative ones. As a result of the study, the authors found out that acquiring effective teamwork skills contribute to the positive socialization of participants and to the formation of universal competences “Teamwork and leadership” according to FSES HE 44.03.01 Pedagogical Education and 44.03.05 Pedagogical Education (with two areas of training). Case technology and project technology in their harmonious combination were those to evaluate the level of initiative establishment. The presentation of theoretical material at the lessons in the case form and the public defense of its project decision allowed all team members to take initiative in varying degrees, which revealed the abilities and needs of the participant’s personality and the level of the team formation in general. The article may be interesting for teachers, specialists in the field of team building, those who work in the field of additional education, curators of student groups, class tutors.

In article the importance of the shaping of leadership characteristics and organizational skills by students of pedagogical specialty is explained. The development of this characteristics through participation in the volunteer activity are proposed. The analysis of interview of students and young teachers are presented in which it was found how volunteerism influence self-realization of future teacher.

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.