Organizational and pedagogical conditions for the formation of the subjective and refl exive position of future teachers in pedagogical design

In a situation of updated requirements for pedagogical activity in the educational process of a future teacher, related to the pedagogical design of an innovative educational environment, as well as increasing attention to the development of his own professional and personal knowledge and skills, The proposed article is devoted to the study of organizational and pedagogical conditions for the formation of the subjective and reflexive position of future teachers in pedagogical design in the process of professional pedagogical training at the university. In this regard, the identification and theoretical substantiation of a set of organizational and pedagogical conditions for the formation of a subject-reflective position among students of pedagogical specialties in pedagogical design, which contributes to the formation of key components (value-semantic, cognitive, operational, personal) of the desired quality of the student’s personality through mastering diagnostic tools, solving projectoriented tasks, and using pedagogical technology “feedback” is the purpose of this article. The paper presents the definition of the key concept “the subjective and reflexive position of a future teacherin pedagogical design”, and formulates subjective and objective factors influencing the introduction of necessary and sufficient organizational and pedagogical conditions for the formation of the desired quality of students in pedagogical design. The authors outline and substantiate the possibility of using three organizational and pedagogical conditions in the educational process of the university.