Approaches to pre-professional pedagogical training

the article is devoted to the study of methodological approaches to the organization of pre-professional pedagogical training (PPT) of schoolchildren as a basic element of the system of continuous pedagogical education. The author analyzes current problems in this area, including the lack of unified terminology and regulatory framework, a shortage of qualified personnel, weak continuity with university programs, and insufficient use of digital resources. The work provides a comparative analysis of various scientific positions regarding the essence, goals, and principles of PPT, presented in the works of domestic researchers. Based on systemic and integrative-variative approaches, key methodological guidelines for designing PPT are identified and grouped: those characterizing the developing educational environment, defining the student's position, and setting target performance guidelines. Special attention is paid to the personalized approach, which integrates all these components. It is concluded that the effectiveness of PPT directly depends on solving the problems of developing unified approaches to the design of all its components.

pre-professional pedagogical training, pedagogical classes, continuous pedagogical education, methodological approaches, personalized approach, professional self-determination