The article presents a structural practice-oriented model of preparing a future teacher for an active
professional activity, taking into account the educational standards of primary general education,
based on practical forms of educational activity, provided with a high level of theoretical knowledge
and possession of the methodology and technologies of self-knowledge. The model embodies the
original scientific and methodological support for the process of professional training of future
teachers at Kazan University, the system priority of which was the realization of the student's
personal capabilities through interactive methods of his cognitive, communicative and axiological
activities. Scientific and methodological support is considered as an applied empirical mechanism
for optimizing and updating the content and methodological training of future teachers who are
capable of creative organization of the process of teaching younger students, of effective adjustment
and development of basic educational programs in elementary school.
The information-logistical approach has become the leading one in the study of the problem,
which is important in conditions when the content of education is shifting from memorization to
the search, selection and comprehension of information, and teacher training is carried out in an
environment that provides an integrated perception of experience, allowing him to be included in
the advanced design of the content of education.
The article describes a system of interrelated practice-oriented activities, determined by the dynamics
of content modules, the conditions for their implementation and evaluation criteria, aimed at
developing the professional competencies of future teachers, improving their qualifications and
professional skills in obtaining personal, meta-subject and subject results. The original scientific and
methodological support for the process of professional training of future teachers offers interactive
methods that represent innovative and unique tools for designing the learning process and predicting
its effectiveness, allowing you to most accurately determine the advantages and problems of the real
educational process of teacher training when testing new technologies and teaching methods. The
implementation of the proposed scientific and methodological support expands and actualizes the
resource content of the educational process through empirical research based on the study, analysis
and generalization of real innovative pedagogical experience.