A conceptual model of the system of methodical training of future teachers for vocational training

Abstract

The current system of methodological training that prepares future teachers to address a range of real-world issues ignores the actual nature of the methodological activity that has emerged in the classroom.  A comprehensive and in-depth analysis of the methodical activity of the teacher shows that there are leading contradictions and uncertainties about the functional characteristics that make up the components of the system of methodological training of the future teacher in the process of his educational and extracurricular activities. In this regard, the purpose of the present research is to develop a system of methodological training for future teachers in relation to vocational training in the course of their academic and extracurricular activities and to characterize its structural components from a functional perspective. Theoretical analysis of innovative ideas for improving curriculum, programmes and other educational and methodological, normative documentation were used as research methods. Additionally, the experience of universities in developing and implementing experimental content was generalized and experimental work on the development and analysis of normative educational and methodological documentation was conducted. According to the results of the study, the system of methodological training for the future teacher with subject and meta-subject components was improved. The structural and functional model of the system of methodological training of the future teacher is presented and its effectiveness is experimentally proven.