Keyword: «technology of formation»

The Russian state is experiencing an urgent need for a viable rising generation - capable of constructive self-determination in the new conditions of "increasing uncertainty of society." The formation of a viable person has increasing social significance and becomes a necessary condition for the successful adaptation of the younger generation in society, which makes it essential to study the pedagogical aspects of the of adolescents' viability formation for their successful functioning in society. The purpose of the study is to substantiate theoretically and develop a technology for the formation of the social and personal viability of adolescents, taking into account the socio-cultural, organizational and pedagogical characteristics of the educational institution. The article presents the results of the ascertaining stage of the pedagogical experiment to identify the features of the manifestation of social and personal viability in adolescents studying in an educational institution. The social and personal viability of adolescents is considered in the study as a pedagogical phenomenon, which is an integrative personality quality that characterizes the readiness of an individual for self-determination (moral, personal, social, professional) according to his/her own life scenario, as well as the readiness to manage this scenario and be responsible for the results of his/her decisions on life self-determination. The experimental work was carried out on the basis of general educational institutions among adolescents studying in grades 5–9 (in parallel, grades 5-6, grades 7-8, and grades 9). The theoretical significance of the research results allows us to solve urgent problems of the theory of designing the pedagogical process as a result of the introduction of a new categorical and conceptual base (social and personal viability of adolescents); clarification of the principles and functions of the process of forming the social and personal viability of adolescents; identification of the formation patterns of the social and personal viability of adolescents, which reveal the specifics of this process in general educational institutions; designing technology for the formation of social and personal viability of adolescents. The practical significance of the study lies in the fact that reliance on the established logic of the formation of social and personal viability of adolescents contributes to an increase in the effectiveness of methodological reflection of teachers in organizing the process of socialization of adolescents.

The relevance of the research is determined by the need to train a new type of teacher capable of acting as a mediator of cultures and a translator of civic values in the context of globalization, growing intercultural tension, and the multi-ethnic nature of the educational environment. Existing approaches to language training in pedagogical universities are insufficiently focused on the purposeful development of students' civic identity in unity with intercultural competence. The aim of the article is the theoretical substantiation, development of the structure and content of the author's original technology for the formation of multicultural civic qualities of preservice teachers by means of a foreign language. The leading approaches to the research problem: systemic (considering technology as an integral set of interconnected components), competence-based (focus on the development of professionally significant competences), and culturological (considering the teacher as a mediator between the child and culture in the dialogue of cultures). The main results of the article: the structure of multicultural civic qualities including motivational value-driven, cognitive, activity-oriented, and emotional-volitional components is identified and described; an integrated technology is developed, represented by cognitive content-based, practical activity-oriented, value-oriented, and evaluative-effective units, ensuring the stage-by-stage formation of the studied qualities (from the motivational-orienting stage to the reflexive-evaluative stage); a criterion-diagnostic toolkit (cognitive, value-driven emotional, behavioral, and reflexive criteria with a three-level gradation) is proposed; a set of organizational-pedagogical, methodological, and personality-oriented conditions for the implementation of the technology is identified. The theoretical significance lies in the integration of language training with the development of civic identity and intercultural competence into a single technological system, where a foreign language acts not as a goal, but as a means of developing multicultural civic qualities. The practical significance consists in the fact that the developed technology has a practice-oriented potential and can be used in the development of curricula, special courses and modules in a foreign language for pedagogical specialties, and the proposed diagnostic toolkit allows tracking the effectiveness of the pedagogical process.