AXIOLOGICAL ORIENTATION OF PROFESSIONAL TRAINING OF FUTURE TEACHERS OF HUMANITIES

Abstract

The relevance of the problem of the axiological orientation of the professional training of future teachers of humanitarian specialties is due to the profound transformations of the modern educational space that are taking place at the intersection of socio-cultural, civilizational, and security demands and problems. Modern society is experiencing a state of ideological fragmentation, information overload, and moral polarization. In these conditions, education increasingly appears as a space for the formation of a person’s value identity. Humanities education, which traditionally performs meaning-making and culture-bearing functions, is gaining particular importance.
The article proposes mechanisms for implementing the axiological orientation of professional training of future teachers of humanitarian specialties as a pedagogical condition for the formation of their emotional intelligence. It has been determined that such mechanisms are: value-based conceptualization of the content of humanitarian disciplines; problematization of learning; organization of dialogic and emotionally rich educational interaction; inclusion of education seekers in socially significant professional and pedagogical activities; systemic reflection of emotional experience. It is shown how, within the framework of the educational discipline “Pedagogy”, the above is implemented through the identification of the value core of each topic, the creation of situations of professional choice, analytical modeling of pedagogical dilemmas in the process of dialogical and emotionally saturated educational interaction; reflective understanding of one’s own position. It has been proven that under such conditions, knowledge ceases to be an external object of assimilation and is transformed into a personally accepted value guideline of professional activity, and cognition acquires the character of a way of professional existence of a future specialist.