FEATURES OF PROFESSIONAL TEACHER’S ACTIVITIES AND TRAINING FOR IT IN THE XXI CENTURY ABROAD
To date, difficulties in teaching - whether it is the training of pedagogical personnel, or the pedagogical activity itself, are trying to resolve state policy. Often these difficulties are not unique and they don’t exist only in our country, which means the need for a broader view than domestic policy to overcome them, namely, considering the experience of world pedagogy in solving the most common problems in this professional environment. To this end, this article considers the realities of foreign pedagogical activity: the main requirements for the qualities of the personality of the teacher and his competence, ensuring his effective work; different approaches to teacher training in countries such as Great Britain, Germany, France, USA, Japan. It was revealed that approaches to the training of future teachers, having a pedagogical orientation, dominate those that promote substantive, in other words, the formation of personal and professional qualities necessary for successful work as a teacher, is a more significant task compared to the teacher’s training in information transfer. Further, the author seemed logical to combine the requirements for the personality of the teacher in the category, an attempt was made to group them as follows: a number of specific personal and professional qualities; theoretical pedagogical training of the highest quality; in a practical way, developed pedagogical abilities and formed competencies. It is noted that requirements consonant with the groups formed by us are included in the main criterion for assessing the quality of training of students of a Russian university - assessing the level of formation of competencies, and similar to them are noted by foreign researchers to describe a successful teacher for more than 10 years. Based on these classifications of requirements for a successful teacher, it is shown that in order to meet these criteria, the teacher must immediately possess some of them as a person, but, moreover, acquire a significant part of them in the process of professional formation. General actions on the reformation of foreign teacher training systems are indicated, the conclusion is made about the possibility of their applicability in our country.