Vedernikova Lyudmila Vasilyevna
Доктор педагогических наук, Prof., Deputy director of the Teachers Training, Ishim Pedagogical Institute named after P. P. Ershov (the branch) of Tyumen State University, wedernikowa@mail.ru, Ishim
Elantseva Svetlana Alexandrovna
Кандидат психологических наук, Assoc. Prof. of the Chair of University of Tyumen, Tyumen State University, igpi_esa@mail.ru, Ishim
Povoroznyuk Olga Alexeyevna
Кандидат педагогических наук, Assoc. Prof., University of Tyumen, Tyumen State University, olgi-ya@mail.ru, Ishim


Problem and Aim. The article actualizes the problem of modeling the process of practice-oriented training based on systematic processes of development and self-development of a subject’s professional and personal position in the process of co-existence. The purpose of the article is to identify and substantiate the model of practice-oriented training of a teacher in a university. Methodology. The study was carried out on the basis of the implementation of the model of practice-oriented training as a co-existence process of development and self-development of a student and a teacher. The presented model presupposes the organization of three spaces in a classroom, which are value-conscious and cognitive, activity-creative and reflective and value-conscious as co-existent ones. The result of the implementation of the model and the organization of educational spaces as co-existent ones is the formation of a subject-professional-personal position of Bachelor degree students (and the perfection of them in the teacher as well). The authors believe that the subject-professional-personal position is an integral characteristic that includes the totality of cognitive (co-knowledge), emotional (co-experience) and behavioral (co-action) relations to the world, professional-pedagogical reality, to oneself as to a professional and a personality. In the construction of educational spaces as pedagogical events, professional-pedagogical tasks (cases), which are differentiated in accordance with the structural components of the subject-professional and personal position of a teacher serve as elements of its contents. The ways of filling “co-knowledge” are contemplation, concentration, correlation, comparison, comparison, doubt; the ways of forming “co-experience” are participation, empathy, empathy, compassion; the ways of constructing “co-action” are creation, cooperation, assistance, resistance, rivalry. The main procedural actions of the organization of the three educational spaces as co-existent ones by a teacher are design, communication, understanding and reflection. The developed model of practice-oriented training of a teacher is realized in the framework of experimental research in the educational module “Professional-pedagogical tasks”. The conclusion is made that the implementation of the model of practice-oriented training of a teacher is carried out through a combination of different forms of organization of training: individual, group, collective, as well as the integrated application of interactive pedagogical technologies.
practice-oriented training of a teacher, co-knowledge, co-action, co-experience, subject-professional-personal position

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