Abstract:

Modernization of pedagogical education in Russia involves changes in the organization, content and technologies of elementary school teachers’ training. The Graduates of pedagogical universities should be good at different methods and ways of formation of universal educational actions of elementary school students.

The Request of the professional community and the state to the teacher, whose qualification after graduation is sufficient for work in the modern school, has defined a fundamentally new model of primary school teachers’ training.

In the context of Lifelong learning one of the axioms of modern education is formulated as "to learn, to teach how to learn and to teach how to teach in the activities"[1]. Active cooperation of a teacher and a pupil provides a continuous process of development. Nowadays the reflective activity of the teacher and the development of universal skills of learning from their students are getting particularly significant. This is the main purpose of elementary school, which is recorded in the Federal State Educational Standard of Elementary General Education.

Mainly primary school teachers’ training must be relevant to the basic ideas of the subject-activity approach in psychology of education.
In this connection the reflective-active approach involves the development of student subjectivity through active practical training engagement. This approach combines training, practical training and research as three interrelated components of professionalization and personal development of the student.

Since June 2014 in the framework of the program of modernization of pedagogical education of the Russian Federation Institute of Pedagogical Science, Psychology and Sociology of Siberian Federal University has started implementation of the project on strengthening the practical orientation of future teachers’ training in the master’ degree programs of elementary school teachers. This program is implemented in the network interaction between the University and Pedagogical College.

At the Institute of pedagogy, psychology and sociology of Siberian Federal University future teachers are engaged in practical training starting from the first months of study at the University. Through active immersion in the reality of practice they acquire the professional experience samples and trigger reflection of their teaching.

The analysis of the results of practical training of future primary school teachers in the context of active- reflective learning and eventfulness is getting particularly important.

Using correlation, factor and cluster analysis “K-means clustering" the working group on implementing the project of primary school teachers’ training processed the material. The material was obtained in the course of the study and carried out events with students. The results permit modernization of further process of their practice-oriented training at the University. The results were obtained using the automated methods of diagnostics of educational motivation of students.

Keywords:

Lifelong Learning, active-reflective learning, elementary school teachers’ training, practical training, automated methods of diagnostics.