scholarly journals Professional Training of a Teacher to the Practical Realization of the Idea of the New Ukrainian School

2019 ◽  
pp. 211-225
Author(s):  
Olena Khmelnytska
Keyword(s):  
Adaptive Learning ◽  
Professional Training ◽  
School Teacher ◽  
Cognitive Activity ◽  
Virtual Classroom ◽  
Theory And Practice ◽  
Educational Activity ◽  
Practical Training ◽  
Future Teachers ◽  
Holistic View

The article describes the main components of the teacher’s professional training for the implementation of the idea of the New Ukrainian School, the role of integrating the theoretical and practical training of future teachers, and the peculiarities of the introduction of dual education into pedagogical activity. The innovative methods, technologies and forms of educational activity organization during the study of theoretical foundations of pedagogy, the peculiarities of their application in practical and seminary classes, have been separated, in particular, individualized and differentiated learning, group forms of activity, mixed and adaptive learning, a digital storytelling, a personalized learning, an inverted class, a virtual classroom, a gaming education, STEM education, a training, debate, etc. The main aspects that promote the professional competencies of students, their technological and personal readiness, and the formation of a competitive specialist in this field during the pedagogical practice are investigated. The correlation between theory and practice in pedagogical activity has certain regularities. The objective laws of pedagogical activity determine only its main direction. The forms of manifestation of pedagogical patterns are multivariate; in different situations they can be different and determined by specific conditions. The theory of pedagogy gives only a possible choice of methods, techniques, means and forms of content implementation, but can not predict many specific situations, give timely guidance for each case. The integration of theoretical and practical future teachers’ training contributes to activating cognitive activity of students, forming a holistic view of the future profession, creating the optimal conditions for gaining strong knowledge and skills in the work. A student integrates into the school system, improves the theoretical and methodological knowledge, practical skills and examines the age and psychological characteristics of children. The New Ukrainian School is designed to form a person capable of being successful in life, holistic and versatile, initiative, patriot with an active position, an innovator capable of changing the world. To accomplish the above tasks, a professional teacher must possess a range of competencies such as informational, digital, research, civic, linguistic-communicative, social, technological, etc. An educational activity at the institution of higher education is constructed in such a way as to ensure the formation and improvement of the professional competences necessary for the New Ukrainian School teacher. The specificity of the professional training of future teachers is to ensure continuity and integration of the theoretical and practical components of training.

scholarly journals INNOVATIVE PEDAGOGICAL TECHNOLOGIES AS A METHOD OF ACTIVATING THE COGNITIVE ACTIVITY OF STUDENTS IN PROFESSIONAL TRAINING

2020 ◽  
pp. 9-12
Author(s):  
N. Holovko ◽  
V. Zarutska ◽  
A. Cherepakha
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Modern Society ◽  
Training System ◽  
Educational Process ◽  
Educational Activity ◽  
Practical Training ◽  
Training Problem ◽  
Short Period

Different approaches to the interpretation of the essence of innovative pedagogical technologies have been highlighted in the article, as well as their influence on the activation of cognitive activity of students as future specialists. It has been analysed that methods of intensification of educational activities are aimed at forming positive motives for learning, stimulate cognitive activity and at the same time contribute to the enrichment of educational information. The implementing of innovative pedagogical technologies in the educational process will increase students' interest in learning, teach them to work independently, be communicative and mobile, adapt to the requirements of modern society. It has been considered that innovative pedagogical technologies are the purposeful, systematic and consistent implementation of innovative methods, techniques, tools that encompass a holistic educational process from determining its purpose to expected results. This is due to the fact that the training system of a future specialist must comply with modern trends in the development of society, its needs. Innovative learning is a learning and educational activity focused on dynamic changes in the world around us, based on the development of various forms of thinking, creative abilities, and high social and adaptive abilities of an individual. In the professional and practical training of future teachers, technologies are being introduced to form their professional competence, among which are: personality-oriented education and training, group educational technology, information technology, project training, problem-based learning theory, interactive technology, creative personality formation technology , game technology theory, specialized training, integrated technologies and others. Technologies contribute to the assimilation of knowledge and skills, the activation and development of mental actions, the system of effective practical sphere, the strengthening of emotionality, the development of a creative nature; independence in decision making; the desire to acquire skills in a relatively short period.

scholarly journals Linking theory and practice in teacher training: pandemic lessons from three countries (Russia, Kazakhstan and Slovakia)

XLinguae ◽  
2021 ◽  
Vol 14 (4) ◽  
pp. 186-208
Author(s):  
Tatiana A. Baklashova ◽  
Kulzhanat N. Bulatbayeva ◽  
Juan Jose Mena Marcos ◽  
Peter Plavcan
Keyword(s):  
Teacher Training ◽  
Professional Training ◽  
Social Institutions ◽  
Point Of View ◽  
Theory And Practice ◽  
Assessment Tools ◽  
Educational Activity ◽  
Practical Training ◽  
Joint Research ◽  
Systematic Analysis

The objective of this comparative study devoted to the theoretical and practical training of future teachers (as e.g. French as a foreign language) in the context of Covid-19 is conditioned by the challenge that the pandemic represents for social institutions, by the global trends of the evolution of teacher training, by national priorities in the implementation of professional training in Russia, Kazakhstan, Slovakia as well as by the institutional educational strategies of the universities of the above-mentioned countries (Federal University of Kazan, National University Eurasian named after LN Goumilev and Comenius University of Bratislava). In this article, we analyze the institutional contexts of the training of future French teachers under the conditions of Covid-19 and from the point of view of changes in content and procedural aspects as well as the evaluative component of their professional training. The research priority was to assess the influence of pandemic conditions on the quality of the training of future French teachers and on the degree of training of their teaching skills, as well as to identify and justify a certain number of principles of the future training of French teachers. The study is based on systemic and task-based approaches. Research data was provided by 20 teachers and 44 university students from Russia and Kazakhstan; and by 11 students from Comenius University in Bratislava. The authors performed a reflexive-systematic analysis of educational activity and a qualitative factor analysis of unstructured interviews. The research results indicate the potential of integrating the theoretical and practical training of a future teacher of French in a pandemic environment, respecting a number of principles: 1) modularity; 2) polymodality (multimedia); 3) continuity of the contents of disciplines and practices; 4) dialogue between educational actors; 5) combination of assessment tools from theoretical and practical disciplines. The transition from face-to-face to distance training as well as the presence of gaps in digital teaching constitute a particular challenge in the training of future French teachers. The results of the study can be used for the development of educational programs for the training of French teachers and the implementation of joint research in the field of comparative pedagogy.

scholarly journals Modeling of continuous professional training of a mathematics teacher using ICT

2020 ◽  
pp. 229-247
Author(s):  
Larysa Shevchuk
Keyword(s):  
Continuing Education ◽  
Information And Communication Technologies ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Professional Training ◽  
Cognitive Activity ◽  
Practical Training ◽  
Special Role ◽  
Holistic View ◽  
Professional Activities

Today, mathematical sciences play a special role in the life of society, because they serve the development of scientific, technological and technological progress, determine the prestige of the country on the world stage. In this context, it is important to continuously prepare future teachers of mathematics for further professional activities, which in accordance with the current needs of the individual, society, state, allows to create conditions for self-expression, self-realization and self-improvement. The article is devoted to the issue of modeling the continuous professional training of mathematics teachers using ICT. The research goal is to analyze modern models of future teacher training for the use of innovative tools and methods in their pedagogical activities, to present a structurally component model of continuous professional training of a future mathematics teacher using ICT. The following research methods were used: analysis of psychological and pedagogical literature on the research problem; synthesis and comparison; theoretical modeling. The results. The main components of the structural model of continuous professional training of future mathematics teachers with the use of information and communication technologies are described. The main features of the new model of student training are identified: focusing on the need for lifelong learning; transformation of the bachelor's degree into the core of the educational system; providing students with a broad aspect of systematically updated master's programs, programs of professional and general cultural training and retraining; in the system of continuing education the key factor is the independent access of students to educational resources and innovative technologies of self-education; quality management of education based on a point-rating system to assess the level of students' mastery of academic disciplines. The directions of increase of efficiency of this process and ways of realization in practice of higher educational institutions of a pedagogical profile are allocated. Conclusions. It is proved that the semantic component of modeling the continuous professional training of a future mathematics teacher with the use of ICT forms one of the main tasks of teaching mathematics - to establish a connection between a particular course and the relevant school subject. The integration of theoretical and practical training of future mathematics teachers in the system of continuing education contributes to the activation of students' cognitive activity, forming a holistic view of the future profession, creating optimal conditions for gaining solid knowledge and skills at work. The criterion-diagnostic component of the model provides for linear consistency between the monitoring of professional readiness, criteria and levels of its formation. The model of forming the readiness of future mathematics teachers using ICT for professional activities in the system of continuous training helps to consider the structural elements and stages of preparation of future mathematics teachers for professional activities, the relationship between elements, design content, forms and methods of such training.

scholarly journals Teacher-innovator as an organizer of educational activity in the conditions of student-centered teaching

2020 ◽  
Vol 1 (189) ◽  
pp. 79-84
Author(s):  
Svitlana Tolochko ◽  
Keyword(s):  
Adaptive Learning ◽  
Professional Training ◽  
Research Work ◽  
Virtual Classroom ◽  
Training System ◽  
Educational Activity ◽  
Main Function ◽  
Educational Innovations ◽  
Smart Technologies ◽  
Creative Self

The article provides theoretical and methodological analysis, synthesis, generalization for the study of scientific literature on research problems; system-structural (classification, systematization); analytical research method to determine general and individual patterns, development trends and characteristics according to the classification features of teachers’ professiograms in postgraduate pedagogical education, including innovators, functions, principles and technologies are conceptualized. Special aspects of professional training, system of qualities, abilities, knowledge, skills, formedness, readiness, responsibility and correspondence in synergy of formation and development are noted and specified,, types of competencies included in the integral professional and pedagogical competence of educators-innovators are determined. It is stated that a teacher-innovator as a subject of innovative educational activity should be an author, developer, researcher, user, critic and propagandist of new empirical and / or theoretical knowledge, educational technologies, theories, concepts, models, methods, innovative educational programs and concepts. It is established that the main function of a teacher-innovator is to develop an innovative environment to achieve defined and predictable results, act as a tutor to students upon request during independent research work in the process of educational, scientific and cognitive activities. An analysis of innovative technologies in education and science, which have to to confirm teacher's compliance with the innovative mode of educational activities, his creative self-expression, focus on self-improvement, self-education, self-development and ensure a new quality of education. The most important of them are learning through action, adaptive learning, virtual classroom, use of multimedia services, application of infographics, public open online courses, eLearning, mobile, «cloud», synchronous and asynchronous, mixed, inverted, microlearning, self-directed, use of smart technologies, personalization, use of screencasts, use of youtube, application of creative techniques of lateral shift, gamification, consulting support. It is determined that formation of scientific and methodological teacher-innovator’s competence involves his evaluation using the main criteria,namely: novelty, optimality of educational innovations, level of effectiveness and quality, opportunities for creative application of innovation in public experience.

scholarly journals PLACE OF THE COURSE "MODERN EDUCATIONAL TECHNOLOGIES" IN THE SYSTEM OF PROFESSIONAL TRAINING OF DOCTORS OF PHILOSOPHY OF ECONOMIC PROFILE

2021 ◽  
Author(s):  
Galyna Yevseieva ◽  
◽  
Galyna Lysenko ◽  
Svitlana Volkova ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Technologies ◽  
Practical Training ◽  
Future Teachers ◽  
National Agency ◽  
Pedagogical Training ◽  
Teaching Aids ◽  
Pedagogical Competence ◽  
Economic Profile

The article substantiates the importance of proper organization of professional and pedagogical training of candidates for the degree of Doctor of Philosophy (in particular, economic profile) as future scientific and pedagogical workers of high qualification; it is also determined the role and place of the course “Modern educational technologies” in the system of professional training of doctors of philosophy of economic profile. In order to understand the peculiarities of scientific and pedagogical activities in the educational program of PhD students it should be normatively provided educational components aimed at providing theoretical and practical training of future scientific and pedagogical workers (by the way, as required by the National Agency for Quality Assurance in Higher Education). Analysis of postgraduate curricula suggests that in most of the analyzed institutions, educational programs for doctors of philosophy contain educational components of both theoretical and practical orientation, which is also confirmed by the availability of educational and methodological literature aimed at organizing pedagogical training of future teachers. In general, an integral part of the training of future doctors of philosophy in higher education is the formation of their professional and pedagogical competence, as well as methodological culture, which involves the possession of methodological knowledge (theoretical, methodological, subject methodology, methodology of knowledge of the relevant field of science). Thus, the system of professional and pedagogical training of future teachers of economic disciplines should include the use of modern forms, methods and teaching aids, as well as the latest pedagogical technologies, differentiation and individualization of professional training of future doctors of philosophy, implementation of innovative programs into pedagogical training of potential teachers.

scholarly journals EXPERIMENTAL VERIFICATION OF THE EFFICIENCY OF PEDAGOGICAL CONDITIONS FOR INTENSIFYING THE EDUCATIONAL ACTIVITY OF FUTURE TEACHERS-ENGINEERS OF COMPUTER PROFILE IN PROFESSIONAL TRAINING

2020 ◽  
pp. 30-37
Author(s):  
Olha YESIPOVA ◽  
◽  
Mykhailo MEDVID ◽  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Educational Process ◽  
Educational Activity ◽  
Internal Quality ◽  
Control Group ◽  
Future Teachers ◽  
Educational Activities ◽  
Experimental Group

Responding to identified shortcomings is components of the internal quality assurance system of a higher education institution. A study of the educational activities of future teachers-engineers of computer profile found that most students are not going to devote their career to teaching, thus preferring engineering. Undoubt- edly, higher education institutions must respond to the requests of stakeholders, especially those seeking higher education. On the other hand, there are requests from employers (educational institutions) for teachers-engineers of computer profile. Therefore, further research was aimed at enhancing cognitive activity primarily by increasing motivation for pedagogical activity. Methods: pedagogical experiment. Results. An experimental test of the effectiveness of pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile in professional training. Originality. The results of the study testify to the effec- tiveness of certain pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile: changes of external motivation to internal will take place if the information and communication technologies are introduced into educational process of studying peda- gogical disciplines; change of position in the educational activity of future teachers-engineers of computer profile in the study of pedagogical disciplines will take place under the condition that students apply a project approach to the organization of their own educational activity; intensification of educational activity due to its correc- tion in future teachers-engineers of computer profile in the process of operative feedback at each stage of educational activity. Comparative analysis of experimental data shows an increase in the percentage of students of the experimental group compared to the control group with a high level of educational activities of future teachers-engineers of com- puter profile in the study of pedagogical disciplines for a stable active position of educational activity – by 34%, internal motivation to study – by 32%, by the ability to plan and organize their own educational trajectory – by 32%, by academic performance – by 25%). When comparing the results before and after the ex- periment: in the control group the empirical values of the criterion χ2 are less than critical, the characteristics of the compared groups coincide at the level of significance of 0.05; in experimental group the empirical values of the criterion χ2 are greater than the critical one, the signifi- cance of the difference in the characteristics of the com- pared groups is 95%.

scholarly journals Professional Training of Future Teachers in Foreign Countries in Terms of Intercultural Interaction of Educational Space Objects

2015 ◽  
Vol 5 (1) ◽  
pp. 19-24
Author(s):  
Tymofiy Desyatov
Keyword(s):  
Cultural Values ◽  
Professional Training ◽  
Knowledge Society ◽  
Educational Process ◽  
Theory And Practice ◽  
Future Teachers ◽  
Intercultural Interaction ◽  
Foreign Countries ◽  
Space Objects ◽  
Teachers Training

Abstract The problem of professional training of teachers in foreign countries in terms of intercultural interaction of educational space objects has been studied in the paper. It has been stated that the current stage of human civilization development which is defined as the transition to a knowledge society, is characterized by qualitatively new requirements to the development of education. It has been noted that despite some cultural-and-historical differences in the development of Ukraine and countries of the European Union, functional similarity of national systems of teachers’professional training enables the usage of European experience in future teachers’ training. The role of teachers in the modernization of European education has been emphasized. It has been stated that in the professional training theory and practice significant experience has been accumulated which can form the basis for modernization of future teachers’ training for intercultural interaction of the educational process objects. Major trends in this area have been revealed. Scientific approaches and paradigms have been defined. Much attention is focused on the fact that a set of methodological approaches to the problem of teachers’ professional training has allowed to distinguish personality-centered and activity approaches as main ones for solving research problems. It has been noted that the reason for scientists’ special attention to the category of educational activities is the development of problems related to organizing cross-cultural educational process that helps students to get knowledge about other cultures, to determine the common and special features in traditions, lifestyle and cultural values of peoples, to bring up youth in the spirit of respect for systems of other cultures. Much attention has been paid to the concept of educational support which is a humanistic way of interaction of a teacher with students on the basis of expansion and deepening student-centered and developmental paradigm of education which is based on internal freedom and creativity of the individual, real humanism and democracy.

scholarly journals IMPLEMENTATION OF PEDAGOGICAL CONDITIONS OF FORMATION OF READYNESS FOR PROFESSIONAL SELF-DEVELOPMENT OF FUTURE TEACHERS OF MUSICAL ART

2021 ◽  
pp. 51-58
Author(s):  
Tetiana Ageykina-Starchenko ◽  
Natalia Chorna
Keyword(s):  
Professional Training ◽  
Music Teachers ◽  
Cognitive Activity ◽  
Future Teachers ◽  
Pedagogical Innovation ◽  
Self Development ◽  
Professional Self ◽  
Comparison Of The Results ◽  
Development Of Students

The article highlights the problem of implementation of pedagogical conditions for the formation of readiness for professional self-development of future music teachers.It defines readiness for professional self-development of future music teachers as a professionally important quality of a studentʼs personality.The article establishes pedagogical conditions that ensure the efficient process of formation of readiness for professional self-development of the future music teachers. They are strengthening of motivational foundation of professional self-development of students based on acmeological positions; implementation of competence approach to professional training of future music teachers based on pedagogical innovation; enrichment of creative potential of students in the process of involving in artistic and educational activities.The article substantiates experimentally tested methods of introducing pedagogical conditions for the formation of readiness for professional self-development of future music teachers, which include the value-motivational stage (development of the motivational component of readiness for professional self-development of students), cognitive-activity stage (formation of competence for professional self-development of future music teachers), creative stage (creation of conditions for maximum creative self-realization).It proves that the implementation of the proposed methods of implementation of educational conditions for the formation of readiness for professional self-development will significantly improve the quality of training of future music teachers. This conclusion is based on the comparison of the results of the control and experimental groups, as well as on the processing and generalization of the results. Keywords: pedagogical conditions, formation, realization, professional self-development, future teachers of musical art, approaches, methods, level of readiness.

scholarly journals DEVELOPMENT OF THE AXIOSPHERE OF THE FUTURE TEACHER IN THE DIALOGUE SPACE OF MODERN EDUCATION

2018 ◽  
Vol 20 (7) ◽  
pp. 32-67 ◽  
Author(s):  
N. A. Astashova ◽  
S. K. Bondyreva ◽  
A. P. Smantser
Keyword(s):  
Conceptual Model ◽  
Educational Process ◽  
Theory And Practice ◽  
Future Teacher ◽  
Educational Activity ◽  
Practical Significance ◽  
Future Teachers ◽  
Value System ◽  
The Future ◽  
The Individual

Introduction. The vector of development of the education system, the choice of its contents, quality and results of training, style and spirit of the relationship of its participants, degree of their informative activity, intellectual and cultural growth are firstly caused by valuable attitudes of participants of the educational process. A teacher is a bearer of values. One of the main functions of the teacher is the education of the younger generation, the introduction of the person to moral ethics and universal values. In this regard, training of future teachers has to include the purposeful formation of the system of the internal, emotionally experienced values which will help them to cope with the complex of socio-cultural problems in the future professional activity.The aim of the paper is to present the research findings on the conceptual model of the dialogue space of education as the basis for the development of the future teacher axiosphere which corresponds to current ideological, social, economic, technological and other progressive civilization trends.Methodology and research methods. In the course of the research, fundamental ideas of the following scientific approaches were applied: humanistic approach – free and creative development of an individual; dialogical approach – pluralism of opinions and a variety of positions of subjects of education; axiological approach – attitude of the individual to the world around him/her, to other people and to himself / herself; activity approach – specific activity of the individual, aimed at appropriation of social experience by the person, change of the surrounding world and selfhood. To design and organize the model of the dialogue space, the methods of analysis, synthesis and generalization of the theory and practice were used.Results and scientific novelty. The authors presented the strategic guidelines of the interactive environment education: the development of social cooperation, using the pedagogical peaceful potential, the development of interpersonal and intergroup relations, organizing children spiritual and moral education as a national priority. The teacher value system was revealed empirically and described. It was found out that a modern teacher should responsibly perform the professional duties of a mentor, tutor and facilitator of the educational process. The authors clarified the concept of “axiological sphere” of the teacher. The teacher axiological sphere is considered as a complex of personal, professional-pedagogical and socio-cultural values. These values have separable functions. Firstly, they determine the content and nature of the educational activity. Secondly, they regulate the interaction of the participants of the educational activity. Thirdly, they stimulate personal self-expression of the members of that activity. Fourthly, they directly influence the efficiency and effectiveness of education.The conceptual model of dialogue space of education as a formation zone for the teacher’s axiosphere was designed on the basis of the theoretic-methodological, philosophical, psychological and pedagogical concepts of the leading scholars’ writings. The resources of this space were identified; its structural components were presented and proved. The implementation of the components mentioned above can create a special context for the humanitarian training of a future teacher; will give an opportunity of interactive development of students’ common cultural, communicative and special competencies; will increase students’ motivation to pedagogical activity, the search of new ideas for training, innovations and professional self-education. The authors demonstrated the value orientations typology and tactics of their acquisition by students at the dialogue level.Practical significance. The presented materials can be used in practice of the higher pedagogical education to improve the quality of graduates’ training through enrichment of their personality axiological sphere. The model for the formation of the future teachers’ value system in dialogue educational space will allow providing conditions for individualization of routes of their training taking into account different approaches to the organization of activity of education participants and features of their self-development. 

scholarly journals The readiness of future teachers to the implementation of system-activity approach as a pedagogical phenomenon

2019 ◽  
Vol 21 (5) ◽  
pp. 42-60 ◽  
Author(s):  
O. V. Tumasheva ◽  
N. A. Кirillova ◽  
E. A. Mikhalkina
Keyword(s):  
Vocational Training ◽  
Cognitive Activity ◽  
Educational Process ◽  
Educational Activity ◽  
Practical Significance ◽  
Diagnostic Tools ◽  
Professional Activity ◽  
Future Teachers ◽  
Full Member ◽  
System Activity

Introduction. The concept of the Federal State Educational Standard (FSES) involves the ideas of the system-activity approach, according to which a student becomes a full member of the pedagogical process; educational activity is based on the principles of cooperation and mutual understanding. The main purpose of this approach is to promote student’s interest in the knowledge of the world around, to acquaint him or her with the experience of self-education and to bring up a personality with an active living position. Teacher capacity to project and carry out own professional activity with a support on the provisions of system-activity approach is a key prerequisite of successful performance of labour duties in modern realities, indicating the objective need to form related new skills in students of pedagogical higher education institutions. However, the ideology of system-activity approach, the logic and regularities of its implementation at comprehensive school have not yet been sufficiently studied and understood by scientific and pedagogical community. It is necessary to reconsider widespread ideas about the role and functions of the teacher and to make serious corrections to the programmes of vocational training and all components of educational practice.The aim of the article was to study the pedagogical phenomenon “readiness of future teachers for implementation of system-activity approach” and the development of its science-based model.Methodology and research methods. The methodological basis of the research involves the conceptual provisions of the system-activity approach to the organisation of educational process. The analysis, comparison and synthesis of the Russian and foreign scientific literature and the method of modelling were carried out. The methods of open observation, discussion and interview were employed as the main empirical methods of the research.Results and scientific novelty. The peculiarities of application in the teacher’s practice of system-activity approach are designated. The options for interpretation of the main concepts of system-activity approach are analysed; it is proposed to improve the list of concepts by adding the concept of “readiness of future teachers for implementation of system-activity approach”. A structural-informative model of similar readiness is theoretically proved; motivational and axiological, cognitive, activity and reflexive-evaluative levels of such model are identified. The criteria and indicators of competency assessment of pedagogical students in terms of system-activity approach are formulated. The structural and informative model presented by the authors is oriented to provide assistance in completing the content of high school pedagogical programmes required by FSES. Clarification of informative components of the model, taking into account the specialisation of students and specifics of academic disciplines mastered by them, will allow this theoretical construct to be transformed into a matrix form of objectives of teachers’ vocational training.Practical significance. The materials presented in the article set the vector for the development of appropriate procedural and technological activities focused on the formation of necessary competencies in future teachers. The proposed criterial apparatus is the framework for the development of diagnostic tools. 

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