Abstract

In the context of the requirements of the modern educational process for teacher training and the need for its continuous education, the teacher's desire for self-development and self-organization in a dynamically changing environment is of particular importance. The university phase of school and methodological teaching plays a crucial role in the formation of such skills. In the context of expanding and deepening objective knowledge, the search for new models of professional and methodological training of teachers at the university requires the application of new approaches aimed at interdisciplinary synthesis and integration.