Humanitarian knowledge of the profession in the training of future teachers

Introduction. The problems of development and renewal of domestic higher education as a professional one are caused by the increasing demands of the state and society for training highly qualified workers for any sphere of public production. Variable demands from employers for qualified workers with transprofessional competencies exacerbate the problems of updating the content and process of teachers' professional training. These problems are related to the need to reorient the demands of the teaching labor market to specialists who not only have professional competencies, but also focus on value-based interaction with people in the workforce and professional community. Theoretical analysis. In the professional training of future teachers at the university, humanitarian knowledge about the profession is of particular importance. It can be considered both as academic knowledge and as an applied, effective tool for humanizing the concept of profession. The formation of a conscious attitude of a person to the profession and identification of oneself in relation to it characterizes the humanitarization of the concept of profession as a human-sized. Conclusion. A contextual analysis of the problems of updating the training of future teachers allowed us to conclude that humanitarian knowledge about the teacher's profession contributes not only to self-organization and self-determination in future professional pedagogical activity, which is multivariate in essence and content, but also educates students with an integrative quality of professional identity.