Abstract
Modern social processes are characterized by a global trend towards the priority of fundamental educational needs in the formation of a developed personality with significant intellectual and creative potential. The article provides a general description of the main pedagogical conditions for the formation of future vocational education teachers’ pedagogical tolerance by means of interdisciplinary integration, as well as the features of the structural and functional model for the process. The purpose of the article is to characterize the theoretical foundations and conditions for the formation of future vocational education teachers’ pedagogical tolerance, with the involvement of means of interdisciplinary integration, as well as a description of the structural and functional model for the process. Research methods. During the implementation of the research, a number of general scientific research methods were used, in particular, methods of analysis, synthesis, concretization and formalization, abstraction, induction and deduction, comparison. Results. It is determined that among the main vectors for modernizing the national system of vocational education is the optimization of the process of theoretical and practical training of future teachers. The article establishes that the need to actualize the phenomenon of pedagogical tolerance is conditioned by the specific requirements for the professionally significant qualities of a vocational teacher, those are characterized by the specific content and specific focus of pedagogical activity. In the course of the study, it was found that one of the promising areas of pedagogical education is the formation of personal qualities of a future vocational education teacher as a specialist, including his/her pedagogical tolerance. Attention is focused on the importance of forming pedagogical tolerance of future vocational education teachers with the involvement of interdisciplinary integration. The essence of the phenomenon under study is identified as a personal quality and principle of a teacher’s activity, which consists in recognizing the value of and expressing respect for the differences between the subjects of the educational process, recognizing the right to be different, refusing to change it in one’s own image, the ability to adequately understand each other, and the desire to build democratic relations with all subjects of the educational process. Conclusions. The study highlights the main provisions of modern legal acts that legitimize the need to transform the algorithms for training future vocational education teachers, as well as the conceptual foundations for organizing the educational process in higher education. In addition, the basic principles of implementation and development of interdisciplinary integration of the educational process are characterized
Keywords
professional training, students, professional competence, pedagogical conditions, educational process, integration processes
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