Elena Yu. Brel

The research aims is to identify the contexts reflecting the conceptual and technological update of the practice of organizing and maintaining training in classes of psychological and pedagogical orientation. The reasons for the need for such an update are outlined — new features of the today’s world, its challenges, and problems. The authors describe four value-semantic dominants of the new understanding and purpose (mission) of pedagogical work, that creates an educational support for all participants in educational relations when building interaction with today’s world and designing a pedagogical trajectory of professional development in this interaction. The authors present reasoned judgments that enrich ideas about the mission, value priorities, and new forms of professional activity of today’s teachers. The research proposes possible variants of the designation of education as a space of opportunities for personal self-realization in the teaching profession and the possibility of building individual professional and pedagogical career strategies. The authors propose the spectrum of role manifestations of the subject of pedagogical activity in today’s educational practices. The authors actualize new types of pedagogical tests and pedagogical actions that ensure the productivity of pedagogical activity in renewing of the technological mode of the economy and cultural transformation of public life. A list of possible functionally defined roles in the teaching profession is defined, which determines the dynamic development of human potential. The basic provisions are formulated that reveal value-oriented, meaningful, organizational-activity, communication and technological aspects of changes in the field of practical work on the professional orientation of schoolchildren to pedagogical activity. The materials of this research are prepared using various methods, including theoretical and structural analysis, the method of expert assessments, focus groups, and study of regional experience (interviews and analysis of methodological materials).

This research describes a model of school-university partnership as a mechanism to ensure a continuity of pedagogical education. The projects «Pedagogical internship» and «Psychological and pedagogical classes» are offered in the research as new mechanisms for implementing the activities of the national project «Education».

The authors outline the models for implementing «Psychological and pedagogical classes» in the Sverdlovsk Region, new forms of school-university partnership in the activities of psychological and pedagogical classes with the support of Ural State Pedagogical University. University support is carried out in four areas: scientific and methodological support, competitive and Olympiad movement, career guidance, and educational activities.

The authors present three areas of implementing a teacher internship program: introduction to the best educational and socio-cultural practices, a modular program of competence development, and individual work of teacher trainees with mentors. The employment of teacher internship graduates in educational organizations is identified as a key indicator of the project’s effectiveness.

School-university partnership is a necessary condition to ensure the continuity in the formation of professional competencies of students attending pedagogical universities and the quality of pre-professional training of school students, which includes the readiness for conscious professional self-determination in the teaching profession

The authors identified a range of effects from the implementation of schooluniversity partnership: building multidimensional areas of professional cooperation between teachers and students of different organizations, attracting teaching staff (carriers of best practices, recognized in the professional community) to support students of the teacher training university and psychological and pedagogical classes, including through the use of mentoring practices, and increasing the prestige of professional activity of a teacher

The authors also formulate basic provisions that reveal the substantive, organizational and activity, and communication and technological aspects of the implementation of the school-university partnership.