The purpose of the article is to describe the technology of training of future teachers for mentoring in the conditions of the electronic information and educational environment of the university in the implementation of educational projects in small groups Methods used in the work: analysis of information sources on the problem; analysis of federal state educational standards of higher education, pedagogical experiment, mathematical processing of results. The article proposes a technology of training for mentoring, based on the formation of the communicative competence of future teachers in the process of their professional training. The technology includes didactic support, a target component, levels of preparedness for mentoring, parameters and indicators of the development of relevant competencies. The electronic information environment, the distance educational system (DES) is used, the work of students on educational projects is organized in small groups In training for the mentoring activity.

The digitization of economics and education leads to the need to change the approaches to the process of education in schools and universities, necessitates the introduction of innovative teaching models, the implementation of which has a positive experience of introducing into educational practice of foreign and Russian universities. The purpose of the article is to analyze the introduction of elements of mobile learning technology in the training of future teachers and students' orientations to the further use of mobile technology in teaching in their professional activity after graduation. The basis of the study is the project technology for the development and presentation of electronic educational content by students of II-IV courses of pedagogical specialties of the Novokuznetsk branch-institute of Kemerovo State University, the technology of mobile learning while studying course materials. The study materials show the problems of implementing mobile learning in the educational process when training future teachers. The study found that, for the successful implementation of mobile learning technology, a different approach to distance course planning and, accordingly, redistribution of time for training and conducting classes and consultations, mastering the competencies of developing technical support for the course, organizing advanced training activities in the field of mobile learning are necessary. Surveying students showed that the main difficulty is the lack of readiness for selflearning using mobile technologies. Nevertheless, in the course of the study it was found that at present the conditions have been created for the successful implementation of mobile learning in the educational process of the university when training future teachers. The attitude of students to mobile learning technology was studied, the original courses of educational subjects using mobile applications were developed. The study materials are of interest to scientific and pedagogical communities that discuss mobile learning technology in higher and secondary schools.

Реализация национального проекта «Образование» требует изменения подходов к процессу обучения в школе и вузе. Реализуемый в рамках данного национального проекта федеральный проект «Цифровая образовательная среда» содержит описание конкретных целей и задач подготовки учителей, способных осуществлять профессиональную деятельность в условиях цифровизации образовательной среды. Цель статьи – выполнить анализ внедрения дисциплины «Информационные системы цифровой образовательной среды школы» в подготовку будущих учителей-предметников в педагогическом вузе. Базой исследования является учебная дисциплина «Информационные системы цифровой образовательной среды школы», направленная на освоение информационных систем и технического оборудования цифровой образовательной среды школы студентами IV–V курсов педагогических специальностей Кузбасского гуманитарно-педагогического института Кемеровского государственного университета (КГПИ КемГУ). Материалы исследования свидетельствуют о проблемах внедрения современных средств технического и программного обеспечения цифровой среды школы в образовательный процесс подготовки будущих учителей. В ходе исследования установлено, что для успешного внедрения информационных систем и технических средств обеспечения цифровой образовательной среды требуется иной подход к планированию учебного курса и, соответственно, перераспределение времени на подготовку и проведение занятий на базе технического сопровождения курса. The implementation of the national project “Education” requires a change in approaches to the learning process at school and university. The federal project “Digital Educational Environment” implemented within the framework of this national project contains a description of the specific goals and objectives of training teachers who are able to carry out professional activities in the conditions of digitalization of the educational environment. The purpose of the article is to analyze the implementation of the discipline “Information systems of the digital educational environment of the school” in the training of future subject teachers at a pedagogical university. The basis of the research is the academic discipline “Information systems of the digital educational environment of the school”, aimed at mastering information systems and technical equipment of the digital educational environment of the school by students of the IV–V courses of pedagogical specialties of the Kuzbass Humanitarian Pedagogical Institute of Kemerovo State University (KSPI KemGU). The research materials indicate the problems of introducing modern technical and software tools of the digital school environment into the educational process of training future teachers. In the course of the study, it was found that for the successful implementation of information systems and technical means to ensure a digital educational environment, a different approach to the planning of the training course is required and, accordingly, the redistribution of time for the preparation and conduct of classes on the basis of technical support of the course. The entrance survey of students aimed at studying students’ attitudes to the use of information systems and technical means of the digital educational environment in professional activities showed that the main difficulty is the lack of opportunities for self-study using technical equipment that ensures the functioning of the digital educational environment based on digital services. Nevertheless, in the course of the study, it was found that at present conditions have been created at KSPI KemGU for the successful implementation of information systems and technical means of the digital educational environment in the educational process of the university in the preparation of future teachers. The author’s course of the discipline “Information systems of the digital educational environment of the school” has been developed using modern capabilities of information systems and technical means to ensure the work of a digital school. The research materials are of interest to scientific and pedagogical communities discussing the development of the digital educational environment of the school.

pilot training of future teachers at Novokuznetsk institute (branch) of Kemerovo State University is described in this article. The most important direction of education is future teacher training to cope with pedagogical tasks through electronic education (e-learning) on the basis of LMS Moodle jointly with the organization of students' self-learning in small groups. The following objectives are formulated: to confirm the suggestion that using e-learning methods jointly with the organization of students' self-learning in small groups increases the effectiveness of future teacher training for meeting pedagogical tasks; to identify the optimal level of task complexity of self-learning for meeting pedagogical tasks using the method of cognitive modelling. The authors implement the modern concept of training of future teachers based on the competency building approach and a modular structure of the educational program. Pilot training allowed to assess the process of education, to prepare recommendations on improving the main educational programs. The authors' educational technology was created and realized to achieve defined objectives. The material submitted is interesting to heads, teachers and scientists dealing with problems of teacher training and will allow to replicate the results of the study in education practice of other universities.

The article describes training future teachers under restrictive measures in the Novokuznetsk Branch of the Kemerovo State University.The main task at this stage of training was the vocational training of future teachers in the conditions of exclusively distance learning. Unsupervised activities and organization of teaching practice were carried out in small groups. The following tasks were set: 1) To prove that using online information technologies in distance learning in small groups increases the effectiveness of teaching practice in schools under restrictive measures; 2) To find ICT tools that will allow in the best way possible to prepare and implement the necessary activities that are part of the teaching practice in schools in a distance learning format. The authors developed a model of future teachers vocational training based on project activities and the use of information and communication technologies when implementing the educational program. Training students and organizing the teaching practice in the conditions of restrictive measures made it possible to evaluate the results of quasi-professional activities of future teachers based on the use of distance learning tools and technologies. The developed model was implemented, which made it possible to solve the tasks set, prepare students for teaching in schools in conditions of restrictive measures using modern information and communication technologies. The materials obtained as a result of developing and implementing the model will be of interest to heads of educational institutions and teachers involved in the problems of training teachers to use modern information and communication tools and technologies in the teaching process.