Structural-functional model of pedagogical support for professional training of future teachers

Problem and goal. In the process of professional training of the future teacher it is of particular importance to find effective ways to solve the problem of professional development of future specialists, one of which is scientifically based pedagogical support. The problem of studying the features of the content and organization of pedagogical support is considered in the studies of many domestic and foreign scientists. On the basis of previously conducted theoretical research, the author defines the concept of “pedagogical support of future teacher training”. The article presents a theoretically grounded structural and functional model of pedagogical support of professional training of future teachers. The methodology of the research consists in the analysis and generalization of the scientific research of the following Russian scientists: V.A. Adolph, E.A. Alexandrova, S.I. Arkhangelskiy, V.P. Bespalko, B.S. Gershunskiy, G.A. Ignatieva, V.V. Krayevskiy, N.N. Kuzmina and S.N. Chistyakova. Results. The author describes three stages in the development of the model-methodological, technological, and the analysis of the results and their approbation. The set of theoretical and methodological approaches for the development of the structural - functional model of pedagogical support of future teacher training (personal activity-based, system-based, axiological, reflexive) is substantiated. The characteristic features of the main structural components of the model (target, content, activity and effectiveness) are given. The target component includes the purpose, objectives and principles of support. The content component that determines the content of the directions of pedagogical support includes organizational and pedagogical conditions necessary for the effective training of the future teacher. The activity component is aimed at determining the subjects and forms of pedagogical support. The effectiveness component presupposes the development of the ability to assess the effectiveness of the process of pedagogical support. Conclusion. The developed structural- functional model of pedagogical support for professional training of future teachers reflects the essence and the main content of the process and is aimed at optimizing and improving the effectiveness of the educational process. The main aspects that are to be taken into account in the development of this model are as follows: the methodological approaches, the content of the structural components of the model, the conditions for the implementation of these components.