Strengthening the Pedagogical Focus of Practical Tasks Based on Technopark Resources for Future Teachers

The implementation of strategic priorities for the development of education in Russia requires the involvement of technopark resources in the educational process of pedagogical universities. The relevance of the problem of scientific and methodological support for the use of these resources in the professional training of future teachers is determined by the fact that practical tasks for them do not sufficiently contain the pedagogical component. The article presents the results of a study aimed at developing and substantiating a scientific and methodological solution to strengthen the pedagogical focus of practical tasks based on technopark resources. The methodology of the study is based on the system and activity approaches, which consider student’s professional training at a pedagogical university in all the diversity of interrelations of subjects, setting the need to include the students in solving pedagogical tasks in any type of professional training. The authors propose a scientific and methodological solution for strengthening the pedagogical focus of practical tasks based on technopark resources, including: (1) a format for task presentation taking into account the interactions of subjects of the educational process; (2) a model of a methodological construct that ensures the universality of task development; and (3) a procedure for their development and implementation. The significant theoretical results of the study include the possibilities of successive complication of practical tasks and their flexible integration into the educational process, as well as the development of universal pedagogical competences in students through the use of the proposed scientific and methodological solution in professional training. This solution to the stated problem can optimize the teamwork of teachers of different academic disciplines and technopark staff, streamline the methodological support for the use of its resources and increase the educational motivation of future teachers. Feedback from the professional community indicates the demand for the proposed solution and the prospects for further development.