Abstract:
Problem statement: Anthropological specifics of both students and teachers are not adequately taken into consideration in teacher training in the context of interdisciplinary and digital education. The article investigates the problems of anthropology in pedagogical education, i.e. the inherent nature of teacher training in interdisciplinary and digital educational environment.
The results of the research. Based on the results of a survey on motivation (eagerness) to work as a school teacher conducted among school students, teachers, students, and parents (1435 respondents from Russia and foreign countries), a matrix of significant problems (core, key, autonomous, local) was obtained. Problem analysis according to Prigozhin revealed the anthropological nature of the problems, which characterize crisis situations in the system of
teacher training in universities both in Russia and Western Europe. An anthropological mechanism for enhancement of the efficiency of teacher training was as elaborated following the study of crisis situations. The anthropological mechanism acted on the basis of interdisciplinary and digital integration of specialized training in schools, professional training in colleges and universities. The educational process in schools took the form of tutoring and mentoring; in such conditions school students gradually developed motivation (interest to the teaching profession) and at the same time advanced in pedagogical competence.
In terms of content, the anthropological mechanism involves the implementation of three aspects of the professional orientation of the content of both general education and additional interdisciplinary courses and digital resources:
1 - cognitive aspect, which involves the familiarization of school students with the specifics of teacher's profession;
2 - moral and ethical aspect, aimed at introducing students to the norms of behavior of people involved in the educational field;
3 - value aspect associated with the development of pedagogical views, concepts and understanding among school students.
In the process of implementation of these aspects it was important to develop in high school students not just respect for teachers, the objective was to cultivate their love for teaching, to awake their interest in scientific discoveries and teaching children, to form concepts of pedagogical culture, pedagogical honor, duty, responsibility, pride in the right to be called a teacher, etc.Digital educational resources developed at the University were in the form of modules focused on pre-specialization, specialized and professional training of students.
