Subject-anthropological approach as an integrative-methodological basis for pre-service teacher training in a pilot project

The relevance of the topic is determined by the need for theoretical consideration of the teaching profession transformations in the context of modern challenges, the search for a new integrative and methodological basis for redefining the goals, objectives, content and process of professional pre-service teacher training. The purpose of the article is to substantiate the integrative potential of the subject-anthropological approach in the context of overcoming the fragmentation of pre-service teacher training through the synthesis of the philosophical-anthropological and psychological-pedagogical foundations of the approach. The author defines the key principles for implementing the approach in the logic of constructing a holistic educational process for pre-service teachers and, as a consequence, the socio-cultural potential for the development of society. The implementation of the subject-anthropological approach as a methodological basis for pre-service teacher training presupposes a focus on the system of the following interrelated principles that ensure the integration of the constituent elements of the subject and anthropological knowledge systems: the principle of anthropocentric integrity, the principle of dual subjectivity, the principle of reflexive and meaningful determination, the principle of eventfulness and contextuality, the principle of pre-adaptive pre-service teacher training. The paper describes the expected effects of implementing a subject-anthropological approach to pre-service teacher training, aimed at developing the professional thinking of a new type of a teacher, ready to act as a reflective subject, capable of meaningful professional activity, as well as continuous professional and personal self-education and self-improvement.