Abstract:
The article aims to theoretically justify, develop and experimentally verify the author’s model for implementing the system of future teachers’ professional development as a requirement for professional training of future specialists. The objectives of thearticle are the following: to identify structural components of future teachers’ professional development; to develop and experimentally verify the effectiveness of the model of future teachers’ professional development; to determine pedagogical conditions for its implementation. Research methods include theoretical analysis and generalization of relevant scientific-methodical literature; pedagogical observations; monitoring of future teachers’ levels of professional development and readiness for it; modelling; pedagogical experiment; methods of mathematical statistics. The value of the obtained results lies in defining and justifying the structure of future teachers’ professional development theoretically, as well as verifying the modelled system of futureteachers’ professional development and pedagogical conditions for its implementation experimentally. Besides, one can observe a significant increase in the levels of future teachers’ professional development in the experimental group. Conclusions: the article shows that the system of future teachers’ professional development, which is implemented through the experimental model and whose goals, content, methods, tools and technologies are aimed at achieving effective results, enhances the level of future teachers’ professional development and their readiness for it.
