Formative assessment techniques as a tool for the development of the behavioral-reflexive component of the future teacher’s professional culture

This paper discusses current issues of future teachers’ training, in particular their professional culture development. There are five components in the teachers’ professional culture. The problem of its behavioral-reflexive component development is posed. The authors analyze the federal state educational standard of higher education as well as highlight prerequisites for the development of the behavioral-reflective component of future teachers’ professional culture. The paper considers techniques of formative assessment as an important element of future teachers’ professional training. Formative assessment strategies are analyzed; they are divided into five groups. The authors argue that the use of formative assessment techniques for future teachers’ training at universities contributes to the development of the behavioral-reflexive component of their professional culture. The analysis of educational and methodical literature allowed the authors to single out the techniques of formative assessment used in the process of future teachers’ training. The methodologies identified by the authors formed the basis of the developed educational-methodical complex of the course «Professional culture of the teacher» aimed at future teachers’ professional culture development. The paper presents the results of the experiment aimed at development of the behavioral-reflexive component of future teachers’ professional culture.