THE ROLE OF VOLUNTEER EXPERIENCE IN SHAPING THE COMPETENCIES OF FUTURE TEACHERS

Anisimova Olga Sergeevna, Radaev Egor Vitalievich

The modern educational paradigm requires from a teacher not only fundamental subject knowledge, but also developed soft skills that allow them to work effectively in conditions of uncertainty and build an educational environment. This creates a contradiction between the academic orientation of traditional university training and the real needs of the school, which actualizes the search for new pedagogical technologies. The purpose of this study is to theoretically substantiate and empirically verify the potential of volunteer activity as a tool for developing professional competencies of future teachers. The work uses methods of theoretical analysis, systematization, and quantitative analysis of self-assessment data from students (n=120) participating in volunteer projects in Kazan. The results showed that volunteering most intensively develops the competencies of self-organization (significance index 0.95) and teamwork (0.90). For the first time, a deficit in the formation of competencies for building an educational environment (GPC-4) was identified, which indicates the need for pedagogical support. The scientific novelty lies in the substantiation of a cyclical model for the transition of practical experience into competence through reflection. The theoretical significance of the work consists in the systematization of the functions of volunteering (social, identificational, value-semantic, professional-labor). The practical significance is presented by recommendations for integrating volunteering into the educational process (elective courses, credit as practice, creation of mentoring centers).

Keywords:volunteering, teacher competencies, professional development, pedagogical technology, reflection, inclusive volunteering