Interactive educational technologies in the work of psychological and pedagogical classes as a means of enriching students’ understanding of the work of a teacher

This article examines the problem of the necessity and appropriateness of specialized education for a modern schoolchild and provides a brief analysis of the formation and development of specialized education in Russia. As an analysis of the effectiveness of specialized training for choosing a future profession, work in psychological and pedagogical classes in Smolensk and the Smolensk region was determined. The purpose of the study is one of the directions for forming students’ ideas about the work of a teacher: the use of interactive educational technologies as a means of forming ideas about the activities of a teacher. The study was based on the assumption that the use of interactive technologies is an important factor in the formation of positive ideas about the importance of pedagogical work and understanding of the teacher as an individual. The goal of the first stage is to identify students’ ideas about the teaching profession at the time of “entering” the psychological and pedagogical profile. For this purpose, students of grades 8, 9, 10 and 11 of the Municipal Budgetary Educational Institution “Council No. 1 “Childhood Academy” (MBOU “SS No. 40”) in Smolensk, and grade 10 of the Municipal Budgetary Educational Institution “Pecherskaya SS” in the village of Pechersk in the Smolensk Region were offered essay topics about the work of a teacher, his role in the life of a person in general and this particular student in particular. At the second stage, interactive educational technologies were used in the process of mastering the sections and topics of the course “Fundamentals of Pedagogy”: discussion, business game, case technology, project method, etc., where the assessment of the teacher’s activities in this process occupied an important place. At the third stage, students were offered several topics for writing essays (for example, “What is a modern teacher like?”, “Problems of a modern teacher”, etc.). The results obtained allow us to state that at the final stage, children’s ideas about a teacher as a person and a professional changed quite significantly.