Keyword: «socio-cultural values»

The relevance of the problem under study is due to the need to include volunteer activities in the structure of professional training of future teachers, contributing to the formation of significant sociocultural values. The importance of including this component in the educational process of higher school is emphasized in the Concept for the development of volunteering in the Russian Federation, in the letter of the Ministry of Education and Science of Russia dated September 11, 2020 "On the inclusion of educational modules in the main professional and additional professional educational programs": Sample program of the discipline (module) "Organization of volunteer activities and interaction with socially oriented non-commercial organizations." The purpose of the study is to determine the components and mechanisms of the formation of social and cultural values among future teachers through volunteer activities. The authors present the leading theoretical and methodological approaches to the formation of social and cultural values (axiological, systemic activity-oriented, personality-oriented, competence-based approaches) and key vectors and components that make it possible to determine the level of their formation in future teachers. The competence-based approach is noted as basic one in terms of both the formation of empirical skills and the development of sociocultural components. This approach is of particular relevance in line with the introduction of a new generation of federal state standards of higher education, providing for the inclusion in the educational component of disciplines that allow the formation of personal socio-cultural values of future teachers. In addition, the article defines the leading research methods of the problem, which make it possible to assess the motivational, cognitive and reflexive components, as well as to identify the ratio of components, criteria and indicators of the formation of sociocultural values. The practical significance of the research lies in the determination of the main mechanisms of the formation of socio-cultural values among future teachers. The main mechanism is the inclusion of students in volunteer teams.

One of the components of professional training at the university is the formation of socio-cultural values among future teachers: the values of a person as a free and self-sufficient personality; the values of the culture of communication and relationships; the values of the formation of a common culture of personality and activity; the values of socio-cultural upbringing, education and moral culture of personality. The formation of the above-mentioned values is significant in the work of a teacher with students, including those with disabilities, in conditions of special and inclusive education. The aim of the article is to analyze the factors and determine the conditions for the formation of socio–cultural values among future teachers for the system of special and inclusive education. The article presents an analysis of current theoretical and practical research in the field of formation of socio-cultural values in the process of professional training of preservice teachers for the system of special and inclusive education. The leading methods of studying the problem were the method of expert assessment and the method of analytical processing of information. The authors of the article, based on the analysis of scientific works by teachers-researchers, identified factors (mediation of changes in education by the socio-cultural values, transformation of the socio-cultural environment and socio-cultural risks, the potential of the socio-cultural environment of the university, multiculturalism of the educational space) and conditions (building an educational trajectory with the inclusion of elective disciplines and courses in the curriculum using problem situations and cases; the inclusion of preservice teachers of special and inclusive education in socially significant volunteer activities) for the formation of socio-cultural values among future teachers of special and inclusive education. The theoretical significance of the research is in identifying the factors of formation of socio-cultural values among future teachers of special and inclusive education and expanding approaches to their application in the process of vocational training. The practical significance lies in the development and implementation of conditions for the formation of socio-cultural values in the professional training of future teachers of special and inclusive education.