UDC 378

Bykasova L.V.¹ (Taganrog, Russian Federation) – moeve-25-moeve@yandex.ru; Samoylova A.N.² (Rostov-on-Don, Russian Federation) – s_a_n_l@mail.ru

¹Institute of Computer Technologies and Information Security of the Southern Federal University

²Taganrog Institute named after A.P. Chekhov, Rostov State Economic University

Abstract. From the standpoint of the essential and activity-based approaches, the article attempts to reflect on the existing teacher training system in our country; identify a methodological framework that helps structure and improve the teaching technologies of students at pedagogical universities; identify overt and latent factors in teacher training for modern schools. The authors turn to an original method of using discourse as a system of social interaction and cultural contexts in the study, which contributes to the formation of pedagogical consciousness and professional identity of a person studying at a pedagogical university. The purpose of this article is to identify a discursive pattern in the training of teachers for modern schools. To achieve this goal, the authors solve the following tasks: the main discourses that affect the success of the process of training specialists for schools are clearly outlined; difficulties in teacher training are identified; the phenomenon of practice at school, which affects the future career of a graduate of a pedagogical university, is investigated. Based on a survey of graduate students studying at various faculties of a pedagogical university, the authors present an up-to-date picture of teacher training for a modern school; the cultural potency of each discourse is explored, influencing both the modeling of the conceptual framework of the material broadcast within the walls of the university, and the qualities of a graduate who is able to work as a subject teacher and class teacher. The article describes the trends in teacher training for modern schools that have taken shape in the last two decades; states the increasing level of cognitive complexity of education; draws attention to the form of coordination of subject-subject interaction and the formation of subject competencies through the acquisition of educational experience through the practice of social design.

Keywords: teacher training, discourse, modern school, strategic initiatives, educational transformation.

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For citation: Bykasova L.V., Samoylova A.N. Teacher training for modern schools: the main discourses. CITISE, 2025, no. 3, pp. 121-136.