Keyword: «student teachers»

In accordance with the requirements of the Federal State Educational Standards of Higher Education, the training of specialists with universal competences in the field of systemic and critical thinking is of particular importance. At the same time, mathematics, as a tool for systemic cognition of the world and critical analysis of objective reality, plays a particularly important role in education. The purpose of the study is to present a model of information and mathematical competence formation (on the example of student teachers) and to evaluate its effectiveness by methods of statistical analysis. A hypothesis about the predictive role of information and mathematical competence (IMC) in the development of students' critical thinking is suggested. The concept of information and mathematical competence was clarified with the method of theoretical analysis, its characteristic features and structural components were defined. It is proposed to design a model for the formation of an IMC based on the principles of compliance with the key competences of the future, the requirements of the federal state educational standard and the corresponding professional standards. Thus, this model includes target, content, technological and effective components. The target component actualizes the formation of the IMC as willingness to apply mathematical knowledge, skills and abilities, as well as ICT tools for searching, critical analysis and synthesis of information, solving complex problems in professional and subject areas; the tasks of forming a creative educational environment and designing a program and diagnostic tools for monitoring the dynamics of the considered competence development among student teachers are concretized. The content component reflects the invariant and variable components of the curriculum, which are revealed in the disciplines of the compulsory part and the part formed by the participants in educational relations. The technological component reveals methods and technologies, as well as forms and means of teaching. The effective component is presented in three aspects: motivational-value, emotional-voluntary and reflexive ones. The effectiveness of the designed model in the point-rating system was assessed by means of the pedagogical experiment. The correlation analysis methods reveal the relationship between the levels of IMC development and critical thinking of student teachers. The conclusion is made about the prospects of further research in the field of designing a model for the formation of information and mathematical competence as a predictor of critical thinking in the system of higher education.

This article examines the problem of the crisis of professional self-determination among fifth-year student-teachers. The paper presents an analysis of theoretical approaches to the periodization of personal professional development and the crises associated with it, as well as the reasons for students' reluctance to pursue a career in teaching. The authors conclude that students often have a superficial attitude towards choosing their field of study and their future professional path.

The relevance of the study is conditioned by the profound transformation of the socio-pedagogical landscape in the digital reality, which brings to the fore the task of purposeful development of a holistic civic identity among young people. This issue is of particular importance in the context of training student teachers, who must not only have their civic position themselves but also be competent in fostering it in the next generations. The aim of the article is to theoretically substantiate and empirically test the effectiveness of short feature films as a tool of media education in developing the structural components of civic identity (cognitive, value-motivational, and activity-based) among students of pedagogical field. The leading approaches to the research problem were the systemic, axiological, and semiotic-hermeneutic approaches, which allowed considering the process of identity development as a holistic phenomenon and making an in-depth analysis of cinematic narratives. The methods used included theoretical analysis, comparative analysis, pedagogical experiment, qualitative content analysis, and the expert evaluation methods. The main result of the study was the development and testing of a systematic approach to the use of film products, structured according to three thematic areas: «Family, School and Society», «Patriotism and Historical Memory», and «Legal Literacy and Social Maturity». A detailed pedagogical analysis was conducted for each film, revealing its didactic potential for influencing specific components of identity. The theoretical significance of the work lies in the development of the methodology of media pedagogy through the justification and implementation of film education as an effective resource for the development of civic identity. The practical value shows itself in the conclusions and methodological recommendations contained in the article which can be directly used in the educational and upbringing processes of pedagogical universities, in the system of advanced professional development for teachers, as well as in the development of academic courses and programs aimed at civic and patriotic education of youth, including that in the new regions of the Russian Federation.

The central challenges of modern pedagogical education relate not only to the professional training of preservice teachers but also to ensuring their sustainable psychological well-being in the context of high emotional stress, social responsibility, and systemic, constant changes in their field of work—education. Under these conditions, the development of consciousness in learning—students' ability to reflectively understand their own learning activities, select educational content, and consciously manage their educational process—is particularly important. Personal development relies on the development of consciousness of actions, which determines the subject's social position. According to the contextual approach, consciousness is a recursive process in which all phenomena—from the choice of a method for solving a problem to the evaluation of one's own performance—acquire meaning and significance depending on the context in which they are interpreted: in relation to oneself; the surrounding reality; and other people. The development of consciousness in learning, therefore, acts as a purposeful expansion of the student's field of awareness, a transition from perceiving learning as the fulfillment of external requirements to understanding it as a project for personal and professional development. This process is of fundamental importance for student teachers. The teaching profession makes high demands on the ability to act as the subject of one's own learning and continuous development. Psychological well-being in this profession is directly linked to the extent to which student teachers can fully understand their educational activities in broader contexts. This conscious position helps develop intrinsic motivation, a sense of meaning, and resilience to academic and, later, professional stress. However, traditional models of teaching student teachers are often limited to developing competences within the subject and methodological context, without emphasizing the importance of developing a reflective position and awareness of one's own educational process. This leads to a gap between external demands and students' internal resources, increasing the risk of burnout early in their professional careers. The aim of this article is to substantiate the need to develop consciousness in the education of student teachers as a predictor of their psychological well-being. The research methods used included analysis and synthesis of scientific literature on the development of consciousness in learning and the establishment of psychological well-being; a contextual approach to data interpretation; modeling of educational conditions conducive to the development of consciousness; and a pedagogical experiment to identify the relationship between the level of consciousness in learning activities and indicators of psychological well-being in student teachers. The study analyzed the works of Russian and international scholars in the field of developing consciousness in learning, the formation of psychological well-being in student teachers, and a contextual approach to understanding consciousness. The findings may be of scientific and practical interest to educational program developers, methodologists, and instructors at pedagogical universities focused on the personal and professional development of students. The results of the study can form the basis for improving training models for preservice teachers, including those through the implementation of individual educational trajectories for teacher training, tested in the practice of Vyatka State University.

The professional self-determination of student teachers in modern educational system requires the creation of educational conditions that ensure a conscious choice of a professional trajectory and the possibility of its adjustment at various stages of education. Thus, the process of professional self-determination becomes particularly important, as it allows students to make meaningful choices and combine educational profiles, determine their own professional priorities, and build an individual educational trajectory at the university. Professional self-determination is a key element in the development of future teachers, as it determines their position in the professional community. In the context of individual educational trajectories, the process of professional self-determination is a recursive process in which all of student's choices, from the combination of subject profiles to the choice of disciplines-constructors, take on meaning based on their interpretation in relation to their abilities, the demands of the educational market, and their future professional goals. Thus, professional self-determination is a purposeful process of developing a student's subject position, moving from perceiving a profession as a stereotypical image to understanding it as a unique professional path. This process is of utmost importance for student teachers. The current model of teacher training at VyatSU is based on the choice of two educational trajectories (the first trajectory is the first teaching profession, and the second trajectory is the second teaching profession) and disciplines-constructors, which requires students to be able to make conscious choices and combine professional areas. However, traditional models of teacher training often focus on developing competences within a single training profile, neglecting the importance of developing the ability to make conscious professional choices and combine professional areas. This leads to a gap between educational opportunities and students' professional needs, which can reduce their internal motivation, sense of professional identity, and resilience in the face of future professional challenges. The aim of this article is to provide a rationale for the system of building individual educational trajectories at the university as a mechanism for the professional self-determination of student teachers. The research methods included the analysis and synthesis of scientific literature on the problems of professional self-determination and the construction of individual educational trajectories; the analysis of data from the 2023–2025 campaigns for the selection of 634 individual educational trajectories at VyatSU; the modeling of educational conditions that promote the development of professional self-determination; and a pedagogical experiment to identify the relationship between the level of awareness of the choice of educational trajectories and the indicators of professional orientation among pedagogical students. As a result of the study, the data on the dynamics of the choice of educational trajectories was analyzed: 31% of students adjusted their choice of subject profile; the share of students enrolled in the desired subject profiles increased by 21%, reaching 98% (from an initial share of 79%), and there was an increase in the number of combinations chosen by students to 80 different combinations of subject profiles. The findings may be of scientific and practical interest for the developers of educational programs, methodologists, and teachers at pedagogical universities focused on the development of students' subject positions. The research results can serve as a basis for improving the training models for preservice teachers, including the implementation of individual educational trajectories that have been tested in practice at VyatSU.