MODEL OF COMPREHENSIVE METHODOLOGICAL SUPPORT FOR FUTURE TEACHERS ON THE FORMATION OF CIVIC IDENTITY OF STUDENTS IN THE NEW REGIONS OF THE RUSSIAN FEDERATION

Abstract

The article substantiates the need to develop a model of comprehensive methodological support for future teachers on the formation of civic identity of students in the new regions of the Russian Federation. The authors identify key professional deficits of pedagogical university students in the context of working in a crisis-type socialization environment: lack of competence in diagnosing identity disorders, insufficient knowledge of commemorative practices, lack of readiness for dialogical interaction in conditions of value dissonance. The article presents a structural model of methodological support, including diagnostic, content-based, technological, reflexive, and organizational-managerial modules. Special attention is paid to the development of practice-oriented competencies of future teachers in the field of post-traumatic pedagogy, conflict mediation, and the use of commemorative practices as a tool for restoring historical memory. The article summarizes the results of an experimental study confirming the effectiveness of the proposed model, analyzes its limitations and conditions for transfer to other educational organizations, and provides recommendations for implementation in the system of higher pedagogical education and continuing teacher education.