АннотацияЦель. Определение аксиологических индикаторов качества воспитания будущего педагога в вузе, иными словами, выяснение и экспериментальное подтверждение существования ценностных показателей качества воспитания будущих педагогов. С этой целью нами поставлены задачи уточнить, каковы ценности студентов педагогических вузов, определяющие их выбор профессии, будущую педагогическую деятельность, определить технологии, формы и методы воспитательной работы в педагогическом вузе, имеющие аксиологическую направленность. Процедура и методы. В статье на основе теоретического анализа определены аксиологические индикаторы качества воспитания будущего педагога (ценностные ориентации, ценностное самоопределение, аксиологический потенциал личности студента и преподавателя, университетская молодёжная субкультура). На основе опросника «Ценностный профиль будущего педагога», ассоциативного анализа, методики незаконченных предложений проведён анализ ценностных ориентаций студентов. В опросе приняли участие 146 студентов МГОУ. Результаты. На поисково-диагностическом этапе нами были проанализированы тексты диссертационных исследований и статей, опубликованных в российских рецензируемых научных журналах перечня ВАК Министерства образования и науки РФ, мировых научных журналах, входящих в базу данных «Scopus». Анализ работ позволил определить актуальность изучаемой проблемы, выбрать адекватные методы исследования, сформулировать педагогическую проблему. Адаптированный опросник Ш. Шварца «Ценностный профиль будущего педагога» в google-формате, методика незаконченных предложений, ассоциативный эксперимент позволили выявить ценности будущих педагогов, которые доопределяют национальные ценности образования. Теоретическая и/или практическая значимость. Данное исследование способствует решению научной проблемы по определению аксиологических индикаторов качества воспитания будущих педагогов, имеющей важное социокультурное значение в новых постоянно меняющихся условиях, выводит на новый уровень научные исследования, связанные с изучением ценностных ориентаций будущих педагогов, аксиологического потенциала личности, ценностного самоопределения, ценностного выбора, субъектности студента как целостной аксиологической характеристики личности, университетской молодёжной субкультуры. Практическое значение данной работы заключается в том, что она направлена на совершенствование воспитательного пространства университета в контексте ценностного содержания.

The study examines the problem associated with the fact that features of dehumanization are largely manifested in modern society and in education. There is a loss of spiritual and moral values, a rejection of a worldview based on justice, a lack of attention and respect for a person is increasingly manifested, and his life and morality are being devalued. The leading role in forming the moral image of the younger generation should belong to the general educational organization, teachers and educators. In accordance with this, the goal of the study was set: to identify the level of humanization of pedagogical activity in modern sociocultural conditions. To achieve this goal, the following tasks were set and solved: on the basis of a comparative historical and pedagogical analysis of scientific literature, trace the genesis of the concept of “humanism”; characterize the humanistic foundations of modern education; consider conceptual approaches to the humanization of education; determine the pedagogical conditions for the practical implementation of the humanistic paradigm in the professional activities of university teachers, school teachers and educators. Based on the results of a survey of junior students and their inclusion in project activities to study the heritage of humanist teachers of the XIX-XX centuries, conclusions are drawn that the values of their future professional activities can be formed in the course of studying pedagogy. When carrying out educational projects that have a humanistic orientation, future teachers develop a humanistic consciousness, reorient from material values to spiritual ones, and the personality of the future teacher is humanized.

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The growing volumes of information and rapidly changing requirements of the professional training of students in higher education institutions make it necessary for students to seek internal reserves to master professional skills. In modern conditions, the process of professional self-organization of students is being updated. This is reflected in the requirements of the new Russian federal state educational standards of higher education in the form of key general competencies. One of them is "the ability to manage your time, build and implement the path of self-development based on the principles of education throughout life." The purpose of the article is to review the experience of developing professional self-organization among students. Professional self-organization can be understood as the process of mobilizing the capacities of the individual to achieve goals. Professional self-organization is a constantly evolving process of internal rationalization of educational activities. The crucial thing in the learning process must belong to the control of the student, since the learning activity is characterized by the active position of the student. The article presents the experience of developing the self-organization competence based on the example of the study of the cycle of general humanistic disciplines. Both individual and group forms of work are used in the training of students, electronic means are involved. To develop independence, students, with the advisory support of a teacher, complete projects, cases, tests, final assignments and other tasks. The training of the competence under consideration allows the future specialist to successfully analyze the task, contributes to rational planning, proper evaluation, timely adjustment and improvement of the process of educational activity and its management.

In the presented paper, the key problem of higher education pedagogy is updated, the solution of which allows the transfer of teacher education to a qualitatively new level in the context of inter-scientific interaction. Using the methods of comparative, factor analysis, inductive-deductive, hypothetical and synthetic methods, a model has been developed for the formation of an information-educational resource and its use in the educational process of a university. The originality of this model is characterized by the novelty of the methods for the formation and implementation of the developing potential of the numerous multilateral inter-scientific relations of pedagogy with other human sciences. It is established that the information and educational resource formed on an inter-scientific basis has a developing focus. Its implementation ensures the integration of the teacher education content, the development of a mechanism of inter-knowledge interaction, the formation of complete and holistic, metadisciplinary knowledge, universal professional skills and competencies of students. In accordance with this, the path of organizing integrative educational and cognitive activities through expert development and implementation of a database of people in the educational process of a pedagogical university is substantiated. The advantage and priority of using in the training of future teachers the developing potential of inter-scientific communication in comparison with the traditionally used simplest binary connections of pedagogy and other sciences is proved. The developed technology for teaching students of a pedagogical university in the context of inter-scientific communication using a developing educational resource can be useful to both teachers and masters, graduate students, doctoral students who have mastered the metalanguage culture of conducting educational and scientific research. It can be used in teaching undergraduate and graduate students in other areas and profiles of training.