Model practices of psychological and pedagogical classes and features of their pedagogical support

Introduction. In modern domestic research on Russian psychological and pedagogical classes and ways of pre-professional career guidance of high school students who are inclined to teaching, there is a historical correlation between the emergence of pedagogical classes in Russian education (2nd half of the 19th century) and the formation of a system of vocational and pedagogical education. The existing educational practice of continuous professional and pedagogical development of a graduate is carried out within the framework of several models organized on the basis of schools, universities and organizations of further vocational education. Features of the organization and pedagogical support of psychological and pedagogical classes are determined by different model practices of their formalization, which led to the manifestation of the characteristics of students, the educational environment of the university and the characteristics of the professional competence of university teachers of pedagogical support for different categories of students. Materials and Methods. When writing the article, a theoretical analysis of domestic and foreign literature was used, the study of scientific articles and publications on the topic; generalization and systematization of the results of domestic and foreign research; content analysis, questioning and statistical verification of experimental data and their interpretation. Results. The history of the formation of educational practice in psychological and pedagogical classes in Russia and the practice of their functioning at the present stage of the Russian history of education are considered. The given general theoretical provisions and author's calculations are illustrated by experimental data on the interpretation by students of modern classical and pedagogical universities of the functions and specifics of professional and pedagogical activity in psychological and pedagogical classes on five scales of the author's questionnaire: personal-need, sign-symbolic, spatial-professional, value-normative and socio-behavioral. Discussion and Conclusions. The processes observed by modern researchers with the preprofessional training of high school students focused on pedagogical activity are taken into account in various model practices of organizing modern specialized pedagogical classes, which are taken into account in the professional and pedagogical education of the training of future teachers accompanying them, including the characteristics of students, the characteristics of the educational environment of the university and the competence of interaction with gifted children of teachers.