Formation of the future teacher's readiness to effectively adapt to the permanent requirements of professional reality by means of problem modeling

materials and methods: the research was carried out using methods of synthesis, analysis, comparison, modeling, abstraction and systematization. A pedagogical experiment was conducted according to a specially developed program. The main ideas of three approaches: problem-based learning, developmental and contextual are the methodological basis of the concept of problem modeling proposed by the author. The sample of the study included 450 students studying in the field of training 44.03.01 "Pedagogical education" of the training profile "Education in the field of a foreign language" of the Federal State Educational Institution of Higher Education "Russian State Vocational Pedagogical University", Ekaterinburg, 35 teachers and 60 employers. Results. The relevance of the implementing approaches to the training of future teachers is due to the rapidly changing conditions of the surrounding world. The problem of the study is the insufficient effectiveness of traditional approaches to personnel training in the system of higher pedagogical education, since future teachers are specialists who are able to quickly and effectively adapt to the new conditions of the educational environment and work in a multitasking environment. The study identifies the organizational and pedagogical conditions of problem modeling as an innovative approach in teaching future teachers of a foreign language, and describes the experience of implementing this approach. The scientific novelty of the research lies in the presentation of the author's concept of problem modeling as a means of forming the readiness of a future teacher to effectively adapt to the permanent requirements of professional activity. Conclusion. The article provides a justification for the relevance of the new approach to learning. The author's definition of problem modeling is given. The concept of this approach is proposed. The organizational and pedagogical conditions of problem modeling as an innovative approach in teaching future teachers of a foreign language are revealed. The experience of implementing this approach is described. Examples of the technological tools of the proposed approach are given.

innovations, problem modeling, student, foreign language teacher, vocational education, future teacher, practice-oriented learning