Development of stages in the process of students' Vocational competences formation in teachers' Training universities in the conditions of interactive educational communication

As a theoretical basis for the development of stages in the process of students' vocational competences formation in teachers' training universities in the conditions of interactive educational communication, the author suggests systemic, praxeological, competence-based, interactive approaches and the concept of contextual learning. The systemic approach allows to consider the formation of students' vocational competences as a whole system; the praxeological approach characterizes the content of the stages; the competence-based approach supports the study and description of the educational process from the perspective of the formation of certain skills; the interactive approach aims at the organization of comfortable learning environment. The contextual learning manages the development of students' activity from the stage of learning through the quasi-professional and educational-professional stages to the professional activity as an expert. The following aspects in the process of students' vocational competences formation in teachers' training universities in the conditions of interactive educational communication are distinguished: development of cognitive motives, determination of individual learning trajectory by the primary vocational training; awareness of professional motivation in the course of teaching practicum during the study in the university; development of vocational motives in correlation with the cognitive ones, understanding and assessment of them by the reflection of vocational self-determination, adjustment of the individual learning trajectory.