Modeling pedagogical situations as a means of forming the readiness of future teachers for professional activity

Abstract

The article examines the modern problems of forming the readiness of future teachers of higher education institutions for professional activity. The modeling of pedagogical situations is theoretically substantiated as a means of developing this readiness, including the mastery of innovative methods and forms of education. The analysis and systematization of scientific research related to this problem and the specifics of the readiness of future teachers was carried out.The article considers scientific approaches to the concepts of «model», «modeling», «pedagogical situation» and analyzes the essence of modeling as one of the key factors in the formation of the personality of a future teacher of a higher education institution. It is substantiated that modeling is an effective teaching method used in the process of professional training of future teachers. The purpose of such training is not only to master theoretical material, but also to develop critical thinking, the ability to generate new ideas and skillfully apply them in the educational process. This is achieved through observation, analysis, research, experimentation, solving pedagogical situations, etc.It is noted that it is advisable to use pedagogical situations in lectures and practical classes, during independent work, writing research papers, and pedagogical practice. It is established that effective methods of solving pedagogical situations are roleplaying games and discussions followed by analysis of specific situations. These methods contribute to deepening knowledge of the problems under discussion and activating the creative potential of future teachers. It is also concluded that modeling is an important prerequisite and tool for the successful performance of professional duties by future teachers of higher education institutions.