DOI: 
http://dx.doi.org/10.15293/1813-4718.2205.05
UDC: 
370.186
Shulga Irina Ivanovna
Доктор педагогических наук, Professor, Novosibirsk State Pedagogical University, shulga.61@mail.ru, Novosibirsk

Animation Educational Technologies in the Scientific and Methodological Support of the Classroom Teacher Training

Abstract: 
The article actualizes the technological aspects of the professional training of classroom teachers for educational work with students in the context of the inclusion of extracurricular activities in the Federal State Educational Standard of basic general education, the introduction of an exemplary education program, which notes the educational potential of children’s leisure practices at school. At the heart of such training is the orientation towards mastering by students a complex of special knowledge, skills and abilities, as well as the acquisition of independent experience of leisure and educational activities in the educational process and professional pedagogical practice. The purpose of the article is to substantiate the need and reveal the possibilities of animation educational technologies as one of the options for scientific and methodological support of educational activities and professional pedagogical practice at the university for students to master a complex of special knowledge, skills and abilities, as well as to acquire independent experience of leisure and educational activities for the effective implementation of the activities of the classroom teacher. Methodology. The study was conducted on the basis of the implementation of a model of scientific and methodological support for the preparation of pedagogical university students for pedagogical animation, which assumed the organization of the educational process in the form of a set of personality-oriented educational technologies (gaming, theater, pedagogical improvisation, individual support and professional tests, etc.) providing the opportunity for students to develop organizational, communicative, reflexive and analytical abilities, necessary and sufficient for effective activity as classroom teachers. In conclusion, it is concluded that animation educational technologies, provided they are adapted to the recommendations of the exemplary education program, can be considered as one of the options for scientific and methodological support for the training of pedagogical university students as classroom teachers.
Keywords: 
educational program; classroom teacher; pedagogical animation; professional teacher training; animation educational technologies
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