Keyword: «rural school teacher»

The article provides an analytical description of the state of the teaching foreign languages process in rural schools in Russia. A contradiction was revealed between the increasing requirements of a modern school for foreign language teachers and the insufficiently high level of their actual professional competence. The component composition of the main professional competencies based on personal, communicative and didactic skills of a foreign language teacher is described. The possibilities of the Internet are substantiated in order to increase the level of proficiency in these teaching competencies while solving organizational, pedagogical and methodological tasks of teaching foreign languages in a rural school. The using of active and interactive didactic technologies actualizes the resource potential, and educational Internet portals contribute to the self-education and self-improvement of foreign language teachers.

An important aspect of professional activity in modern society is the possibility of choosing a suitable profession, therefore, the vocational component in the educational system is becoming more and more relevant. However, the implementation of the career guidance component requires relevant knowledge, skills and abilities from teachers. This is especially important for a rural school teacher, since the choice of profession in rural area is of particular importance and it should be focused on the professions of the agro-industrial complex. The presented article is devoted to the actual problem of preparing a rural school teacher for the implementation of the career guidance component of the didactic system from the perspective of its content. The purpose of the article is to develop a model of advanced training courses for teachers of a rural school with a career guidance component of the didactic system based on the use of integrative tasks on agricultural topics. The methodological basis of the study is based on the general scientific principles of the integrative activity-oriented approach, the general methodology of the professional development of teachers. In our study, we relied on the theory of professional formation of personality, the theory of a teacher’s professional development psychology. The study presents the author's advanced training course for rural school teachers with a career guidance component of the didactic system and substantiates the possibility of its use in the training of working teachers and graduates of pedagogical universities. The practical significance of the study lies in the possibility of using the developed model of advanced training courses for teachers of rural schools in real pedagogical practice. This model can help teachers to implement career guidance with an emphasis on agriculture by means of integrative tasks on agricultural topics, as well as better understand the interests and needs of their students in choosing their career. This may lead to an increase in the number of school graduates choosing agriculture as their future profession, which, in turn, may lead to an improvement in the economic development of rural regions.