SCIENTIFIC AND METHODOLOGICAL SUPPORT FOR TRAINING FUTURE TEACHERS AT UNIVERSITY: THEORETICAL ASPECTS

Abstract

The work analyzes various interpretations of the concept of “support,” considering numerous understanding of this category, ranging from support as encouragement, assistance, facilitation, and the creation of favorable conditions to the creation of conditions (social, psychological, pedagogical, and scientific and methodological) for the successful achievement of goals. The article characterizes the types of support for the training of future teachers: psychological and pedagogical, social and pedagogical, methodological, organizational and methodological, and scientific and methodological. A comparative analysis of methodological and scientific and methodological support for the training of future teachers is offered based on the following criteria: concept, priorities, goals, main areas of activity, the nature of interaction between participants in the educational process, and planned results. The researchers propose their interpretation of the concept of “scientific and methodological support” as a process of targeted, scientifically substantiated interaction between support participants, allowing for the training of future teachers to reach a qualitatively new level. The article substantiates the potential of scientific and methodological support, designed to become a link between academic science and practice, ensuring the constant updating of training content through built-in mechanisms for monitoring, examination, and the implementation of innovations.