Features of a prospective teacher’s professional formation in the educational environment of a pedagogical university

The paper considers the concept of «professional formation» and its projection on the professional training and professional activity of the prospective teacher through the concepts of «formation» and «development». As a result of the analysis of existing views on the phases, stages and periods of professional formation, the main ones were identified, which are due to the time frame – the period before choosing the institution where professional training will be carried out, the actual professional education and the period of it. Having analyzed the set of competencies (subject, general pedagogical, professional-communicative, managerial, innovative, reflective) provided by the Federal State Educational Standard in relation to the teacher’s profession, as well as referring to the models of Hard-skills and Soft-skills, we identified indicators (skills) of the professional development of the prospective teacher and invited the 3rd-year students of the Institute of Russian Language and Literature of the Volgograd State Socio-Pedagogical University to evaluate these skills in the order of their significance. The assessment was carried out on a 5-point scale, where 1 point is an absolutely insignificant indicator, 2 – rather insignificant, 3 – rather significant, 4 – significant, 5 – very significant. As a result, we were able to build their gradation and divide them by areas, as well as allocate 3 levels in the process of professional development. Taking into account these levels, we considered how the educational environment can influence the professional development of future teachers through educational, extracurricular activities and through the environment.