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The article deals with the notion of «habitus». It means a combination of codes and abilities obtained in an early age, the way an individual applies them under different conditions. It dwells upon the studies of Western European researchers of education theory and practice on the conditions of effective transformation of a teacher’s professional habitus. One of the conditions is the implementation of a global clinic approach understood as a permanent alteration of theory and practice in the teacher training process. They argue that theoretical knowledge accumulated beyond the context of actions is not possible to mobilize and is not mobilized to solve professional problems. There are five important issues of organizing the teacher clinic training suggested by the Western European researchers of theory and practice of education in the late 20th century. One of them is the organization of collective analysis seminars on practices within the professional educational training. According to the above mentioned researchers, participating in a group analyzing practices serves as an introduction to the personal reflective practice and stimulatesthe development and transformation of the personality of reflexive teacher-practitioner (in other words, the development and transformation of the teacher, possessing developed reflexive skills, directed onto self-analysis of his or her own professional actions, behavior style, internal state; this is the teacher who is able to make professional decisions and to act by himself or herself; this is the one who takes responsibility for his or her decisions and actions.) The article reveals the conditions when the collective analysis of practices can enhance changes in educational practices and behavior of a teacher. In their opinion, the teacher’s personality changes can be possible provided the analysis of the practices is relevant, accepted by a teacher and integrated by him or her into the professional activity.

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The paper proves that applying reflexive practices in the training process at the specialized seminar on the analysis of practices is a significant component of the competence approach implementation. It was found out that training students to analyze complicated in-class situations under the supervision of an experienced trainer who observes, sets the paths, supports and assists them in interpreting their own methods of teaching and professional behavior, is an efficient technique of training. Studying the case of the module course called Analysis of Teacher’s Practices, introduced at the Higher National Institute of Education, Nice Academy, France (INSPE) proved that the active participation in the practices analysis seminar helps teachers-to-be develop new specific skills and competences based on their own experience. The paper highlights the principles of the organization of the seminars of practice analysis: the principles of ethics; of sincere interpretation; of contrast. It was stated that themes of seminars should be chosen in accordance with the students’ pedagogical probations. The authors formulate the targets of the seminars on the analysis of practices: making the knowledge of the subjects (including foreign languages) they teach more profound; further integration of interdisciplinary knowledge; mastering and developing narrow and specific knowledge in the subject they teach, as well as transversal knowledge of how help children study efficiently; developing reflexive state of a competent teacher. The paper proved that all the methods of the analysis of practices are based on different activities of the teacher-to-be themselves: memories and comparison of different lesson parts of whole lessons; the analysis of the teaching practices with the help of the supervisor; the analysis of “strengths” of the teaching practice; comparison of practical targets and results; the analysis of video recordings of lessons; the analysis of experienced teachers’ work; modelling and simulation of in-class situations. The perspectives of further research are a detailed study of the content of the course modules and phases of carrying out seminars.

The article reveals the question of the introduction of a personality-oriented approach to the education system of France, higher education system in particular. It has been proven that it has been a part of the state educational policy since 1989. Due to the practical implementation of the personality-oriented approach, the learning process was considered as a project and activity of a dynamic and fully involved individual in the process of its development in accordance with its individual needs. It has been proven that the personality-oriented approach in the system of higher education involves the development of differentiation and personalisation of the learning process. Differentiation in education is realised by dividing the content of training into simple segments (modules), which are adapted to the already acquired knowledge of students or fill in the gaps of the subject. The purpose of personalisation is to help the student to determine his / her existing knowledge and make his / her own choice, i.e., to develop his / her own educational project. We have found out that the concept of project, personal and professional at the same time, is dominant in this model of learning. It has been confirmed that personality-oriented learning in modern France is more of a training. The methodologist plays the role of a “coach” who observes, outlines ways, directs the mental processes of the pupil / student.