THE FORMATION OF SOCIAL RESPONSIBILITY AMONG FUTURE TEACHERS WITHIN THE FRAMEWORK OF THE GOALS OF PEDAGOGICAL EDUCATION

Levitskaya Irina Aleksandrovna

The article analyzes the place and role of social responsibility in the hierarchy of goals of modern pedagogical education. The aim of this article is to analyze how the social responsibility of a future teacher is represented (and should be represented) in the structure of the goals of pedagogical education, and to propose ways to address the identified shortcomings. Based on a comparative analysis of legislative and local regulations in the areas of pedagogical training and scientific approaches (competence, axiological, activity-based), an imbalance has been revealed: social responsibility is declared as the most important goal, but in the structure of competencies and planned learning outcomes it is presented fragmentarily, mostly implicitly. The article examines the problem of integrating the task of fostering social responsibility in future teachers into the core educational program of the consolidated group 44.03.01 “Pedagogical Education”. It has been revealed that fostering social responsibility in future teachers requires a special content framework that goes beyond the traditional courses in pedagogy and psychology. The study results propose options for including social responsibility in the target block of the core educational program as a separate meta‑competence with specific indicators as part of an empirical test of the study's key provisions at Kemerovo State University.

Keywords:social responsibility of a teacher, goals of teacher education, professional standard, professional competencies of a teacher