Formation of the aesthetic perception of the future teacher in the process of studying the disciplines of the natural cycle

The article highlights the main technologies and the direction of pedagogical discours eduetoi tsessence, varieties and stages of deployment. Actually pedagogic l discourse is a pedagogica technology, which not only accumulates itself, but also implements various educational models and technologies in educational process. Pedagogical discourse simulates the ways of mastering a particular educational material, as well as the logic, structure and intensity of educational process by combining the content of educational models and technologies, forms and means. At the same time, pedagogical discourse involves the co-creation of a teacher and a pupil in a situation of pedagogical interaction, during which the pedagogical transformation of a person takes place. The author draws attention to the fact that the main stages of this process are modeling of advanced pedagogical experience, schematization and algorithmization of pedagogical, managerial, scientific and methodical activity, transformation of theoretical educational models and introduction of created experience into the pedagogical practice. It is considered that pedagogical discourse should be considered simultaneously as a pedagogical technology and a teaching technology. As a pedagogical technology, discourse reflects the tactic of the implementation of educational technologies in educational process in order to the presence of certain conditions. The emphasis is placed on the fact that pedagogical discourse should accumulate and express the general features and regularities of educational process irrespective of the particular educational subject. Pedagogical discourse reflects the model of educational and managerial processes in an educational institution, it combines the ircontent, forms and means. It can also cover specialized technologies used in other fields of science and practice-electronic, new information technologies, industrial, printing, valeology ones. Thus, pedagogical discourse provides not only the creative nature of activities of its subjects, but also the continuity of perception, transmission and projection o fdiscourse strategies. Consequently, pedagogical discourse performs not only communicative functions, but primarily socialization ones.