UDC 378

Garashkina N.V.¹ (Moscow, Russian Federation) – nagaraisr@mail.ruDruzhinina A.A.² (Tambov, Russian Federation) – drugininaan@yandex.ru

¹Federal State University of Education

²State University named after G.R. Derzhavin

Abstract. Higher education in modern conditions should prepare competitive specialists capable of independent professional activity in conditions of constant changes and uncertainty. This makes it important for students to develop self-regulatory learning skills, especially for students who are future teachers, as they will develop these skills in their students in a school environment. However, a significant number of students experience difficulties in the transition from the school system to independent management of the learning process at the university. The study applied both a basic role-based approach, as well as a systematic approach and a procedural approach. Five key roles of a teacher are identified that influence the implementation of self-regulated learning technology: inspirational strategist; instructor; mentor; mediator; role model. Each of these roles is aimed at the gradual transfer of control over the learning process from the teacher to the student. The results of a survey of 210 students of Tambov State University named after G.R. Derzhavin are presented, while the majority of respondents (98% noted the important role of the teacher in the formation of self-regulated learning skills), 94% of respondents consider it necessary to purposefully teach these skills from the teacher, feedback (97%) and the personal example of the teacher (100%). A technology for the formation of self-regulated learning skills is proposed, including diagnostic, motivational, educational, reflexive and autonomous stages, where each stage corresponds to a specific role of the teacher and the form of work. The analysis of the data obtained allows us to conclude that the effective implementation of self-regulated learning technology is impossible without the active participation of a teacher who must competently combine various roles. In further research, it is planned to develop a teacher training program on the organization of self-regulated education for students-future teachers.

Keywords: self-regulated learning, teacher, student – future teacher, teacher roles, role-based approach, technology of self-regulated learning.

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For citation: Garashkina N.V., Druzhinina A.A. The role of the teacher in the implementation of the technology of self-regulated education of students – future teachers. CITISE, 2025, no. 3, pp. 290-301.