Pre-professional psychological and pedagogical training of schoolchildren in conditions of additional education
DOI: 10.23951/1609-624X-2026-2-22-33
The current situation in modern education makes us increasingly turn to the issues of increasing the social attractiveness of teaching professions through the development of approaches to organizing psychological and pedagogical training of schoolchildren, allowing schoolchildren to come to a conscious professional choice and the formation of a strong professional interest. The experience of the Udmurt Republic in the implementation of psychological and pedagogical training of schoolchildren in the system of additional education is considered. The goal is to substantiate the problem-targeted approach in the selection and structuring of the relevant content, procedural and motivational-evaluation components of pre-professional training of schoolchildren for pedagogical activity in the context of additional education. In addition, the work characterizes the advantages of institutions of additional education (IEE) in the implementation of pre-professional psychological and pedagogical training of schoolchildren. Problem-based prerequisites for the development of pre-professional training of schoolchildren in additional education are formed, which allow us to determine the goals and relevant content of the training of schoolchildren. The semantic content of many prerequisites showed the need to introduce material aimed at forming physical, social and mental well-being of adolescents within the framework of pre-professional pedagogical training. An example of selecting educational content, organizational aspects and motivational and assessment system based on the problem-target approach for the first year of schoolchildren’s education is given. The main stages of the problem-target approach for selecting and structuring the relevant content and procedural and motivational components of pre-professional psychological and pedagogical training of schoolchildren are highlighted. All intermediate results of the indicators for assessing this training (qualitative and quantitative) reveal positive dynamics in the formation of social and pedagogical qualities (communication and organizational skills, social and emotional intelligence, tolerant attitudes) and in the social attractiveness of the teaching profession among pre-professional schoolchildren. Pre-professional training of schoolchildren for pedagogical activity will be effective if its educational content, organization and motivational and assessment aspects meet the needs and requirements of modern life, society and education. If we approach it formally, then instead of benefit it will cause harm, pushing children away from choosing teaching professions. The introduction of this training will be much more effective in the context of additional education, since it is based on no benchmarks or standards.
Keywords: institutions of additional education, pre-professional psychological and pedagogical training, teacher, pedagogical class, educational content
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Issue: 2, 2026
Series of issue: Issue 2
Rubric: GENERAL PEDAGOGY, HISTORY OF PEDAGOGY AND EDUCATION
Pages: 22 — 33
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