Keyword: «pedagogical university»

The relevance and significance of the study are due to the trends in the development of Russian education. Modern higher pedagogical education is focused on the formation of the personality of a future teacher, ready for changes in society through the improvement of creative abilities, the ability to communicate effectively and cooperate with other students, as well as motivation to solve educational problems. At all stages of the learning process, the professional motivation of the future teacher has become of great importance as a special personality trait that allows one to improve and develop professionally. In this regard, the question arises: what are the ways to increase the professional motivation of the future teacher in the process of studying at a pedagogical university? Objectives of the study: to clarify the concept of "professional motivation of the future teacher" in the context of modern pedagogical experience, to identify ways and forms of increasing motivation in the process of teaching at a pedagogical university. The subject of the study is the professional motivation of the future teacher in the process of studying at a pedagogical university. The study used a comprehensive approach, including the analysis of scientific literature, as well as a questionnaire, which allows determining the initial level of formation of professional motivation of future teachers. The authors of the article identified ways to increase the professional motivation of a future teacher in the process of studying at a pedagogical university, studied their role in the professional development of a future teacher, identified the main factors, methods and means that influence the process under study, and analyzed the motivation of a future teacher to work in pedagogical sphere. The authors of the work present the results of a study of the initial level of the formation of professional motivation of future teachers in the process of training at a pedagogical university, which was carried out on the basis of the Mordovian State Pedagogical University named after M. E. Evsevyev. Based on the results obtained, we can conclude that pedagogical activity requires from the future teacher certain qualities and incentives for its implementation and depends on competently set goals and objectives of pedagogical activity. The work has a theoretical significance, as it characterizes the algorithm of actions for the formation of professional motivation of the future teacher in the process of training at a pedagogical university: drawing up a “map of motivators”, forming and developing a pedagogical orientation, stimulating and developing a set of competences, using the practice-oriented approach for the formation of professional motivation of the future teacher. The practical significance of the work lies in the fact that its results can be used to improve the process of forming the professional motivation of a future teacher in the process of studying at a pedagogical university, as well as in teaching practice, etc.

In the context of modern education, the formation of critical thinking skills among students of a pedagogical university is of particular importance, since it is carried out in an information society. If a student can think critically, he/she can, accordingly, express a subjective opinion, make the right choice in a timely manner, solve vital and scientific problems, reasonably build a dispute, make an objective assessment of someone else's point of view. The humanities block of disciplines at a pedagogical university (we are talking about such disciplines as philosophy, social studies, psychology, literature and art) provides students with fundamental knowledge about human society, culture, history and worldview. Therefore, the aim of the study is to identify the leading approaches to the definition and formation of critical thinking among students of a pedagogical university in the humanities block classes; to experimentally test the effectiveness of a number of activities and the academic discipline "Technology for the development of critical thinking". To achieve this goal, the tasks of forming critical thinking among students of a pedagogical university were highlighted: the ability to analyze, compare, synthesize and generalize. In addition, it is planned to conduct a study to assess the current level of critical thinking among students of a pedagogical university, as well as to develop and test the effectiveness of new strategies and pedagogical techniques for the development of this skill. The theoretical significance of the research lies in the fact that the idea of the peculiarities of critical thinking formation in the humanities block classes among students of a pedagogical university has been expanded, criteria and levels of critical thinking formation in students of a pedagogical university have been identified from the position of a system activity-oriented approach; a curriculum on the discipline "Technology of critical thinking development " have been developed and practically implemented. The practical significance of the study is due to the fact that the developed measures and described methods of working with students of a pedagogical university can be used by teachers of other educational organizations of the Russian Federation. The presented materials can serve as a basis for the development of methodological recommendations for teachers of universities in the country. The results obtained in the study can be widely used in the activities of higher education organizations in humanities classes. The article contains a theoretical analysis of various approaches to the assessment of critical thinking, offering an integrated method for the formation of critical thinking skills among students of a pedagogical university. The paper presents the results of the analysis of the concept of "critical thinking", defines criteria and indicators, and characterizes the levels of critical thinking formation. The authors suggest methods and techniques for developing critical thinking in educational practice in the humanities classes, and propose algorithms for working with various types of visual texts. At the same time, any sources of information presented in the form of text, images, diagrams, etc. are considered as visual texts.