PEDAGOGICAL MODELLING IN TRAINING STUDENTS FOR EDUCATIONAL WORK
Authors: PUSEPLINA N. 
Published: April 2022

The system of pedagogical education at the present stage of higher school development requires transformation, rethinking both the content of education and its structure and forms of organisation. The Concept of the New Ukrainian School states that there is a need for a teacher of a new formation – a coach, facilitator, tutor, moderator in the individual educational trajectory of a child. The problem of preparing future teachers for educational work deserves special attention, as their activities should solve the problem of formation of national and universal values,  spiritual and moral enrichment, personal and professional determination, promotion of self-expression and self-development of pupils.The problem of modelling the professional activity of a teacher is reflected in the researches by N. Bryukhanova, N. Volkova, K. Gnezdilova, N. Korolyova, T. Pikhota, T. Pushkar, T. Smirnova, et al.; scientists V. Ananiev, A. Asmolova, O. Belova, V. Bespalko, V. Zymova, B. Krayevsky, A. Khutorsky and others were engaged in the development of modelling tools in the context of system, activity and competence approaches.Based on the scientific requirements of the theory of cognition as a methodological basis for interpretation and analysis of empirical data, we have identified the following structural components of the model of future teacher training for educational work: target, motivational, semantic, operational, control and evaluation. The target component of the model includes the purpose and principles of its practical implementation. The purpose of preparing future teachers for educational work in secondary schools is the formation of professional competence, ensuring the unity of education, training and development of the teacher’s personality in the educational environment. The main principles that ensure the realisation of the goal include the following: subjectivity, humanization, stimulation of self-education, significance, cultural relevance, systematicity, continuity, accessibility, clarity, scientificity. The motivational component is conditioned by the need to ensure the student’s interest, because it depends on the conscious purposeful independent activity of the future teacher, the effectiveness of the entire pedagogical process of formation of professional competencies. The semantic component of the model reveals the educational directions of higher education and consists in the formation of general humanitarian culture, planetary and professional pedagogical thinking, high moral consciousness, national mentality, moral, civic, aesthetic, physical, labour education of future teachers. The operational component contains the main methods, forms and means of the process of preparing future teachers for educational work. The control and evaluation component of the model reflects the result of the pedagogical process of preparing the future teacher for educational work and ensures the effective usage of acquired knowledge and skills in the educational interaction of the subjects of the educational process.To ensure the effectiveness of the model of training future teachers for educational work in secondary schools, we consider it’s necessary to create and implement organisational and pedagogical conditions: the presence of internal and external subject-to-subject relations; unity of classroom and extracurricular activities; creation of specially organized educational environment; integration of components of professional disciplines and educational content of general pedagogical disciplines.Consequently, the purposeful organisation of teacher training in a higher pedagogical educational institution for educational work in accordance with the current stage of development of society should: take into account the natural pedagogical abilities (professional orientation and selection); to promote education on the basis of national and universal values and the development of a high level of general culture; to ensure the conscious assimilation of professionally significant knowledge, the formation of pedagogical skills and mastery of pedagogical techniques based on the relationship of theory and practice; to stimulate self-education, self-actualization and selfdevelopment of the teacher’s personality.