In the modern system of higher vocational education, special attention is paid to modernizing approaches to building the educational process, changing the system of monitoring and assessing the results of students' vocational training. Scholars and practitioners pay special attention to identifying opportunities for self-development of students, including within the framework of assessment activities [1, 2, 3, 4, 5]. At the same time, the emphasis is shifted to the need to choose assessment tools that contribute to the reflective assessment of students' achievements in educational activities, building their own educational route in mastering the necessary competencies. The paper shows the problematic nature of solving the problem under consideration in the direction of substantiating conceptual approaches to the organization of control as a function of managing the vocational training of future educators, choosing the forms and methods of monitoring and assessing educational activities. The purpose of the paper is to show conceptual approaches and their practical application in the organization of control and assessing the results of the educational activities of future educators. Based on the experience of their own professional activities in the preparation of future preschool teachers and supplementary education teachers, the authors have shown the design system of assessment tools, demonstrated conceptual approaches to solving this problem.
In the modern education system, high requirements are imposed on the organization of educational activities by the teacher, taking into account the socio-cultural conditions of the development of society. In this regard, it is required to revise the models of training a future teacher to solve the problems of professional activity, to substantiate effective methods for the development of the corresponding components of students’ competencies, which determine their motivational and technological readiness for the effective organization of educational work with students. The authors of the article considered theoretical approaches related to the implementation of the ideas of personality-oriented training of future teachers for the organization of educational activities in the education system, identified promising methods for solving the problem in psychological and pedagogical research. The article identifies the problematic field of organizing the vocational education system, highlights the methodological aspects of designing a system for developing the readiness of future teachers to effectively solve the problems of educational activities with students. The purpose of the article is to demonstrate the experience of developing the integral content of the professional educational program of the university and show the results of its practical implementation in the aspect of developing the readiness of future teachers to organize educational activities in education.
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