Methodological guidelines for transforming the teacher-training module of the non-pedagogical educational programs at Saratov State University

The state educational policy includes such a key issue as training students of non-pedagogical majors in teaching. This fact determines the relevance of the study. On the one hand, such policy is due to the necessity to solve the problem of teacher shortage, and, on the other hand, it is determined by the current need of classical universities to change the goals, content, and structure of teacher-training modules. The purpose of the study is to provide and justify methodological guidelines for transforming the aims and content of the teachertraining module of non-pedagogical educational programs. The research methods include literature review, generalization, and reflection on the experience of pilot teaching of the subject “Pedagogy” in the framework of the project “Spiritual and Moral Code of Russia” in Saratov State University. Main results: the study has identified the key factors that necessitate transformation of the aims and the content of the teacher-training module: establishing the state policy foundations for preserving and strengthening traditional Russian values and digitalization. The notions of competence (skill) and competency have been specified in order to denote the integrative components of the teacher-training module. It is argued that competency should be viewed as a dynamic personality trait with value-semantic orientations as its core. The phenomenon of personal knowledge is considered as truly relevant in modern reality. Skills and abilities as components of competences are expressed through the productive activity and potential opportunities. The development of skills and abilities should be viewed through implementation of the systematic approach. Transition from competitive to cooperative teaching methods is considered as valid. In this context the methodological guidance is grounded on the activity-based approach and I. P. Ivanov’s collective creativity theory. Conclusions: transformation of the teacher-training module is considered in the view of competence formation and is guided by the following ideas: Polanyi’s theory of knowledge, systematic approach, activity-based approach, and collective creativity technique. Practical significance: the research results can be used to transform the teacher-training module in non-pedagogical educational programs of classical/technical universities.