Improvement of the educational process at the university through implementation of a domestic and national order for training a professional person, combining theoretical knowledge with practical experience, is the most important task of higher education. The purpose of the article is to substantiate and expand capabilities of the posterior component in training of teaching staff. In this context, the article discloses the concept of "posterior model". Domestic and foreign studies (D. Boud and J. Pascoe, D. A Kolb, RW Jone, ES Henderson, etc.) on the introduction of a posterior models in the process of training future teachers, which can bring vocational training in line with new social realities, international standards, make a student a real subject of his education are systemized. The leading ideas and theoretical approaches to designing such models at a university are explained in the article. The principal method of obtaining empirical data was the questionnaire method, conducted among 200 students of Togliatti State University. It allowed us to identify the "difficulties" that motivate future teachers to make their own "discoveries" and compensate for the missing knowledge in the process of attracting additional information. The result of the study and the subject of discussion is substantiation of the ways of students' individual creative experience. In conclusion, it is stated that the posterior model allows us to correlate the level of students' professional competence, set by the professional standard, with the needs of the subjects of the educational process. This article is aimed at teachers, researchers, heads of educational institutions involved in improving of teacher education.

The relevance of the study is due to the processes of reforming the structure and content of higher education in the world, the transformation of the domestic system of professional training, focused on achieving high indicators in the professional career of university graduates. The article presents the experience of using electronic scientific and methodological support for the practical training of students at the university. The need for scientific and methodological development of issues of electronic support for the practical experience of students, the study of forms, content, mechanisms for the implementation of digital and electronic learning technologies, as well as assessing the quality of electronic channels for obtaining information, actualizes the problem of this study. The purpose of the article is the theoretical substantiation and development of the content, forms and methods of scientific and methodological electronic support for the training of a future teacher in terms of industrial practice. The scientific novelty of the research lies in the development of the content and mechanisms for the implementation of scientific and methodological electronic support for the practical training of future teachers on the example of organizing practical training for bachelors of psychological and pedagogical education. The theoretical significance of the study lies in the fact that its results contribute to the expansion of scientific ideas about the process of practical training of a future teacher, taking into account the informatization of modern education. The study of the difficulties encountered by students in the course of distance online learning reveals contradictions of both objective and subjective nature. The resolution of contradictions is possible when organizing independent work of students in practice by means of electronic support for the experience of professional activity, aimed at enriching the spectrum of obtaining a posteriori knowledge. The article offers options for the use of distance technologies in a university, stages, forms and methods of interaction between participants in the educational process. The result of the research and the subject of discussion is the substantiation of the ways to implement the a posteriori component of the industrial practice program as a form of blended learning, which provides a seamless combination of the possibilities of traditional work and electronic support of students' practical activities. The reference point for an independent search for answers when performing practical tasks, their reflective analysis and theoretical interpretation in the course of solving pedagogical problems is provided by means of an electronic educational environment and a study developed by the authors scientific and methodological support for the practical training of future teachers. The article is addressed to teachers, researchers, heads of educational organizations interested in improving teacher education.

Improvement of the educational process at the university and, in particular, training of future teachers for professional activity is one of the priorities among social and scientific problems. The specificity of modern education is rapid development of electronic learning environment which entails a change in the ways of interaction between all participants in the educational process. It is important for a future teacher to master experience of scientific and methodological support in the educational process through electronic resources in the absence of a direct contact with students and their parents even during the period of professional training for successful professional activity. The purpose of the article is the theoretical substantiation and development of the content, forms and methods of scientific and methodological electronic support for training of a future teacher in conditions of industrial practice. To achieve this goal, the research results of domestic and foreign scientists and teachers (Atanasyan, Bolbat, Davidson, Farros., etc.) reflecting the types and possibilities of electronic support of students are analyzed and systematized. They are software and electronic educational and methodological support, electronic assessment system. The problems and difficulties that arise among students in organizing remote forms of educational activities are concretized by means of a questionnaire based on the results of various types of industrial practices. They are primarily associated with difficulties in using modern digital technologies and electronic support resources, an insufficient level of digital competence. The conclusion that the need to implement scientific and methodological support of the educational process in digital educational environment actualizes the individual experience of using IT technologies and forms of e-learning and interaction by the future teacher is made. The formation of this experience is possible in conditions of a practice-oriented educational process, including performing the program of industrial practices.

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The article reveals the problem of forming the foundations of ecological culture in preschool children by means of musical art. Formation of the foundations of ecological culture occurs not only on the basis of accumulation of natural history knowledge, in preschool childhood this process proceeds more efficiently if it is based on sensory cognition of the beauty and harmony of nature, the motives of a respectful attitude towards nature crystallize in the experience of emotional and value experiences. The article authors consider the mechanisms of formation of a child’s ecological culture in the process of perceiving the artistic and figurative content of music. Sensual experience as the basis of cognition in art makes it possible to form a system of value experiences, including those associated with the child’s attitude to animate and inanimate nature. Emotional responsiveness to the beauty of music, works of art reflecting images of nature is associated with responsiveness in life. The need to protect, preserve and increase the wealth of native nature can be brought up in the experience of communicating with music, if the child experiences the content of the musical image as a personally significant event.