Essence, Structure and Distinctive Features of the Reversal Model of Training a Teacher of the Future

Aim. To consider the problem of training the teacher of the future in the context of the digital transformation of the information society, to reveal the essence, structure and distinctive features of the reversible model of training the teacher of the future for the implementation of the Federal State Educational Standard of General Education (by levels) taking into account the developmental characteristics of modern children of the digital age.

Methodology and methods. The methodological foundations of the study are the personal-semantic, system-activity, competence-marketing approaches. The following theoretical methods were used: comparative analysis, generalization, grouping, hypothetical method. To substantiate and confirm the hypothesis put forward, the methods of observation, survey, mathematical calculation, the method of scales, testing, modeling, and information quantization were used.

Results. Based on a comparative analysis of scientific papers on the problem of using reversible and immersive technologies in mentoring, in general and vocational education, based on the generalization of practical experience, the essence and structural components of the reversible model are determined, its distinctive features are highlighted.

Theoretical and/or practical significance. For the first time, the essence of the reversible model of training the teacher of the future, based on the psycholinguistic theory of speech activity of human and society, has been determined; it has been established that in modern conditions the most effective is the reversible model of training the teacher of the future, taking into account the development features of modern children of a new type of consciousness; it has been substantiated that the leading type of activity that ensures the progressive development of the personality in the educational process, starting from preschool age, is speech activity; the essence of the reversible model has been revealed, its structure has been developed and distinctive features have been highlighted. The practical significance of the study consists in the introduction of the reversible model into the educational process of the Federal State University of Education and the substantiation of its effectiveness; the effectiveness of the express-method “quantum” and quantum technologies used in other universities and general education organizations has been proven.

Conclusions. As a result of the theoretical study, a conclusion has been made about the need to transform approaches to the content, design of the model and technology of training the teacher of the future to work with children of the digital generation. The introduction of the reverse model of training the teacher of the future into the educational process of the university allowed to identify the following advantages: the reverse model allows 1) to develop the reflexive abilities of students from the first year and increase the motivation of students for professional activity; 2) to reduce the labor costs of students for processing information due to the use of the express method “quantum”; 3) to interact with all students during simulation lessons; 4) to integrate the educational and professional, scientific research and project-innovative activities of students.

1. Bolotov, V. A. (2020). Pedagogical education in the context of challenges and problems of the 21st century: the relevance of transformation. In: Pedagogical education in modern Russia: strategic development guidelines. Taganrog: Publishing House of the Southern Federal University (in Russ.).

2.

3. Vornovskaia, A. A. & Loksha, O. M. (2017). The relevance of the flipped learning implementation into the practice of higher education. In: Society of Russia: educational space, psychological structures and social values, 8, 6-2. URL: http://ej.soc-journal.ru (in Russ.) (accessed: 10.02.2025).

4.

5. Gorlova, N. A. (2020). Universal quantum technologies of semantic comprehension skills formation in junior schoolchildren. In: Special education. Ural State Pedagogical University, 1 (57), 17–39 (in Russ.).

6.

7. Gromov, N. D. & Saprykin, D. A. (2021). Existing technologies of immersive reality in the modern market. In: International Journal of Applied Sciences and Technologies “Integral”, 4. Available at: https://e-integral.ru/ru/nauka (accessed: 06.06.2025).

8.

9. Zhdanova, D. E. (2001). Reverse learning in the context of mastering a foreign language by students of non-linguistic universities (based on the French language): Cand. Sci. thesis. (Ped. Sciences). Ekaterinburg, 2001. 209 p. (In Russ.).

10.

11. Krichevsky, V. V. (2017). The art of being a mentor. In: Continuous education. St. Petersburg Academy of Postgraduate Pedagogical Education, 3 (21), 6–7 (in Russ.).

12.

13. Migunova, E. V., Zhigalik, M. A. & Averkin, V. N. (2020). Reverse mentoring in vocational training of future teachers. In: Man and education, 1 (62), 88–94 (in Russ.).

14.

15. Muravyova, A. A. & Oleynikova, O. N. (2023). Immersive learning – technology of the future or a temporary hobby? In: Kazan pedagogical journal, 1, 120–129 (in Russ.).

16.

17. Teplova, S. A., Gorlova, N. A. (2024). Effective technologies for the development of semantic reading skills in students of basic general education. In: Prospectives of science and education, 70 (4), 350-365. DOI: https://www.doi.org/10.32744/pse (in Russ.).

18.

19. Falyakhov, I. I. (2019). Scientific and methodological support for training mentors for dual education of college students: abstract of Cand. Sci. thesis in Pedagogy. Kazan, 2019. 23 p.

20.

21. Chernigovskaya, E. S. (2023). Generational bridge in pedagogical education: reverse mentoring. In: Bulletin of Buryat State University. Education. Person. Society, 1, 89–94 (in Russ.).

22.

23. Yakovleva, E. V. (2021). Digital competence of the future teacher as a condition for the formation of his professionalism. In: Current issues of technological and artistic education: collection of articles, 2, 175–181 (in Russ.).