PERSONALITY-ORIENTED INTERACTION AS A FOUNDATION FOR VALUE-MEANINGFUL TRAINING OF FUTURE TEACHERS IN A HISTORICAL REGION UNIVERSITY
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Author(s): | Kamaev T. E., |
| Number of journal: | 3(76) | Date: | September 2026 |
| Annotation: | The article examines the problem of valuemeaningful training of future teachers in the context of personality- oriented interaction in the system of higher pedagogical education. The relevance of the study is due to the need to rethink the theoretical foundations of the organization of the educational process in a university of a historical region, where the cultural and historical context acts as a meaning-forming factor in the professional development of students. The paper substantiates that effective training of future teachers requires a transition from the traditional knowledge-based paradigm to a personality-developing one, which implies a change in the nature of interaction between teacher and student. The aim of the study is to provide a theoretical substantiation of personality-oriented interaction as a system-forming factor in the value-meaningful training of future teachers in a university of a historical region. The methodological strategy is based on systemic-activity, personality-oriented, axiological, subjectactivity and meaning-based approaches, which allows considering interaction as a holistic, multi-level phenomenon. On the basis of the identified approaches, the principles of organizing interaction are formulated (subjective activity, dialogicity, value- meaningful unity, sociocultural conditionality, reflexivity and openness) and criteria for its effectiveness are identified (emotional involvement, semantic activity, subject position, value reflection, readiness for dialogue). The three-level logic of analysis is substantiated, the essential characteristics, functions and stages of personality-oriented interaction are revealed — from prognostic modeling to reflexive-corrective completion. Special attention is paid to the regional context integrated into the content of all stages of interaction. The scientific novelty lies in the theoretical substantiation of personality-oriented interaction as an integral phenomenon of the value-meaningful formation of future teachers, taking into account the specifics of a university in a historical region. The practical significance lies in the fact that the identified effectiveness criteria create a basis for empirical research and the design of the educational process aimed at the value-meaningful development of future teachers. | ||
| Keywords: | training of future teachers, value-meaningful training, historical region, personality-oriented interaction, subject-subject relationships, personality-oriented approach, stages of interaction, value-meaning approach, regional context, pedagogical reflection |
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| For citation: | Kamaev T. E. Personality-oriented interaction as a foundation for value-meaningful training of future teachers in a historical region university. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;3(76):517—522. DOI: 10.25683/ VOLBI.2026.76.1681. |
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