DEVELOPMENT OF THE FUTURE TEACHER’S PROACTIVITY AS A VECTOR OF FORMING PROFESSIONAL RESPONSIBILITY

Abstract

When addressing the topic, it is necessary to emphasize once again that the main goal of professional education is to train highly qualified specialists who can meet the challenges and requirements of the modern world. The current realities of professional education development necessitate a unified approach to training educators who can quickly adapt to a rapidly changing world, solve important problems, analyze, predict, and prioritize professional situations. In this context, it is relevant to form a proactive personality of a future teacher, whose main characteristics should be recognized as the ability to work independently, have a predictive mindset, and be active and responsible in making specific decisions in possible problematic situations related to pedagogical activities. Thus, in the context of the established pedagogical discourse on responsibility, which is viewed by researchers from various perspectives, the article specifies the authors’ vision of the professional responsibility of future teachers in the context of the formation of one of the qualities of teachers, namely, the proactivity of future specialists. The professional education of future teachers takes on important functions in the formation of a new generation of teachers, focusing on creating conditions for the development of young teachers who possess a high level of professional culture, civic responsibility, and the ability to define and follow their chosen values, which ultimately determines the level of responsibility of a specialist.