METHODOLOGICAL PRINCIPLES OF PREPARING STUDENTS – FUTURE TEACHERS FOR EDUCATIONAL ACTIVITIES IN CONDITIONS OF A CLASSICAL UNIVERSITY

Abstract

The need to train highly qualified teaching staff at classical universities makes research on the training of future homeroom teachers crucial from both theoretical and practical perspectives. A review of the scientific literature reveals an insufficient number of studies devoted to the methodological principles of preparing future students for educational activities in a classical university setting. The purpose of this study is to theoretically substantiate the leading methodological principles of preparing future teachers for educational activities in the educational environment of a classical university. Based on a theoretical analysis of dissertations devoted to the preparation of future teachers for educational activities, this article systematizes the methodological principles of preparing future teachers for educational activities. Based on the proposed patterns, a system of the author’s principles for preparing future teachers for educational activities in a classical university setting has been developed and theoretically substantiated: the principle of social orientation, the principle of professional motivation of students, the principle of creative personal development, the principle of social activity and practical involvement, the principle of contextuality, the principle of social partnership, and the principle of multitasking. The proposed principles will be useful in organizing the process of preparing future teachers for educational activities in the context of a classical university.