International practice of the activity approach in higher pedagogical education

We present the results of a comparative pedagogical study, the purpose of which was to identify and characterize the directions of application of the activity approach (as a key methodological basis) implemented in the world educational practice to the organization of the system of lecturer training. The study was conducted using classical methods for comparative pedagogy: comparative, descriptive, inductive-deductive. The considered in the study trends determine the general patterns of designing educational programs for lecturer training in many countries of the world with high quality education. A detailed description of the essential content of the epistemic spaces of the activity approach is given: paradigms, syntagmas and pragmatics, taking into account the specifics of the university training of teachers in Russia, the USA, the Netherlands, Norway, Sweden, Cyprus, Thailand, Malaysia and other countries. As the key guidelines of modern higher pedagogical education from the perspective of the activity approach the following are designated: a target orientation for continuous professional self-improvement, meaning-forming preparation for solving life tasks, personalization of the educational environment of the university, organization of joint network activities. The application of the activity approach correlates with the educational results, which are normatively fixed in the standards. The principles of the system-modular organization of higher pedagogical education are updated. We consider the specific features of the implementation of the conceptual foundations of the activity approach in higher pedagogical education at the present stage of the development of world educational systems. Based on the generalization and systematization of a number of theoretical and empirical scientific and pedagogical studies, it is concluded that it is necessary to preserve the activity basis in the practice of implementing educational programs of higher pedagogical education, with the introduction of innovations that meet the general trends in the functioning of educational systems around the world.