Verovkina Z. Preparation of future teachers of art and aesthetic cycle for specialized training of students in secondary education institutions

The state of elaboration of the problem of preparation of future teachers of art and aesthetic cycle for profile education of students in secondary education institutions is analyzed. The essence and structure of professional training of future teachers of art and aesthetic cycle for specialized training of SE students with such components as motivational, semantic, procedural and reflective are substantiated. The range of basic research concepts has been clarified: «professional training of future teachers of the art and aesthetic cycle», «readiness for professional activity of a teacher of the art and aesthetic cycle for specialized training of students in SE». The organizational and pedagogical conditions of professional training of future teachers of art and aesthetic cycle for specialized training of students in secondary education are theoretically substantiated and experimentally tested: awakening, deepening and consolidation of motivation for professional training based on awareness of career prospects; direction and updating the content of professional training of future teachers of art and aesthetic cycle with a focus on specialized training of students SE through the introduction of an interactive course. «Methods of organizing specialized training of artistic and aesthetic cycle in secondary education»; interaction of theoretical and practical components of professional training and direction of practical training on the acquisition by future teachers of primary professional experience. Criteria, indicators, and readiness of future teachers of art and aesthetic cycle for specialized training of students in SE are determined. A model of professional training of future teachers of art and aesthetic cycle for specialized training of students in SE, which visualizes a construct with interconnected blocks: target, conceptual, content, procedural and effective is designed. The pedagogical experiment confirmed the effectiveness of the proposed organizational and pedagogical conditions of professional training of future teachers of art and aesthetic cycle for specialized training of students in SE. Substantiation and creation of the educational environment of the remote form of retraining and advanced training of teachers of art and aesthetic cycle to the realization of tasks of profile education need further scientific study.