Developing prospective teachers’ self-presentation culture in a purposefully organized learning environment at university

Introduction. The authors investigate the problem of developing the culture of self-presentation among future teachers at the stage of university education within the framework of classroom instruction and initiatives of the center of psychological support for students. The purpose of the article is to determine the effectiveness of a set of psychological and educational interventions aimed at organizing and managing the process of developing a self-presentation culture in future teachers based on the author's theoretical ideas about the essence of this phenomenon. Materials and Methods. The study was carried out using a formative psychological and educational experiment. The empirical data obtained were analyzed and generalized. The sample consisted of 216 students majoring in different fields of teacher education: "Primary education", "German language and English language", "English language and German language", and "Physical education". The data obtained were interpreted and subjected to statistical analysis using the Student's t-test. Results. The research findings suggest that the developed and implemented author's set of psychological and educational interventions based on the approach to describing the essence of self-presentation culture ensures its successful formation in future teachers at the stage of university education. Conclusions. The article concludes that the implementation of the set of psychological and educational interventions within classroom instruction and extracurricular activities has contributed to a significant increase in the indicators of students’ self-presentation culture. The authors note that the data obtained can be used in the practice of universities to improve the culture of self-presentation within professional and interpersonal interaction among representatives of related professions in the educational process.