Scientific and methodological support for preparing classroom teachers in modern education system: Evaluation of changes and opportunities

Abstract

Introduction. The authors investigate the current trends in scientific and methodological support of preparing future teachers for moral education activities. The aim of the article is to identify changes in the leading characteristics of scientific and methodological support of classroom teachers’ preparation in modern conditions and to determine its prospects in the context of higher education transformation. Materials and Methods. The study is theoretical in nature, includes the analysis and generalization of theoretical approaches to scientific and methodological support of university teachers and empirical data obtained in the course of a comprehensive study of the content, forms and methods of preparing future teachers for conducting moral educational activities. The study is based on the following methodological approaches: psychological and educational support, scientific and methodological support, and the concept of involvement, allowing to reveal the successful areas and the main difficulties in scientific and methodological support of classroom teachers' training in academic and extracurricular activities, and to identify the prospects of scientific and methodological support in the context of the transformation of higher education. Results. The paper identifies the main areas of support: scientific and methodological support, student extracurricular involvement, research projects on classroom management problems, targeted information and methodological support. The study reveals the contradictions between teachers’ satisfaction with existing scientific and methodological support and dissatisfaction of students and heads of educational settings with the quality of classroom teachers’ preparation in modern schools. The authors identify the characteristic features of improving the quality of classroom management in modern schools. Conclusions. The study has shown the socio-pedagogical and professional significance of scientific and methodological support of classroom teachers' preparation in higher educational institutions that provide teacher education programmes. New methodological approaches to understanding the role and place of scientific and methodological support in higher education institution, innovative, network and interactive formats of training, and creating educational open professional-oriented environment serve as resources of scientific and methodological support of classroom teachers’ preparation.