Keyword: «preservice teacher»

The relevance of pedagogical prevention of emotional burnout among preservice teachers is due to the limited abilities of practicing teachers to independently overcome stress due to their lack of knowledge about their individual characteristics and the mechanism of professional emotional burnout. Our experience in the implementation of pedagogical prevention of emotional burnout of a preservice teacher has confirmed the real possibilities of its implementation in the framework of teaching disciplines of the psychological and pedagogical cycle. The aim of the study was to identify the pedagogical conditions for the prevention of emotional burnout of a student teacher. The main idea of our research was to identify opportunities to develop the student teacher's resistance to stressful situations in the process of pedagogical prevention, which is characterized through personal, cognitive and praxeological criteria, which allows for its diagnosis. The development of students' readiness to resist stress was carried out through the implementation of pedagogical conditions: a) organization of students' self-discovery, identification of predisposition to emotional burnout, informing students about the essence of burnout syndrome; b) updating the data of the diagnostic survey and determining the strategy of personal and professional development; c) identifying the causes of failure in the professional development of students and stimulating the development of a future professional; d) organizing measures to prevent and overcome emotional burnout of a preservice teacher. The analysis of the results of experimental work on the formation of students' readiness to overcome stress based on the implementation of pedagogical conditions allowed us to determine the dynamics of stress tolerance among preservice teachers in accordance with the assessment of its criteria, for example, the level of cognitive and praxeological criteria of students' readiness for stress resistance increased by 14%. The dependence of students' vulnerability to stress on personal anxiety, on the level of subjective control and the success of professional development was confirmed. An increase in the development of social communicative competence and a decrease in anxiety were recorded. The theoretical significance of the study is due to the identification of criteria for students' readiness to overcome stress and the pedagogical conditions of its development. The practical significance is confirmed by the experimental verification of the pedagogical conditions for the formation of preservice teachers' readiness to overcome stress based on the diagnosis of their individual characteristics.

The relevance of the research problem is due to the digital transformation of education, which fundamentally changes the nature of pedagogical communication, making it multi subject, hybrid, and technologically mediated. According to the demand of modern society, effective interaction not only in real but also in digital space, including interaction with artificial intelligence, is one of the necessary skills of a contemporary teacher. Meanwhile, traditional teaching technologies are increasingly failing to meet the needs of Generation Z and Alpha students, for whom gaming culture, interactivity and high-speed feedback are a natural environment. Gamification, understood as the use of game elements and mechanics in non-game contexts, is considered a promising pedagogical technology capable of translating learning content into a language understandable and attractive to new generations of learners. However, its application in higher pedagogical education for the purpose of forming student teachers’ communicative competence remains fragmented and episodic; there are no systematic methodologies based on the structure of the competence itself as a target basis for designing a gamified environment. The aim of the article is to theoretically substantiate the structure of the preservice teacher’s communicative competence as a basis for designing gamification technology. The leading methodological approaches were the competency-based approach, Self Determination Theory (SDT), the concept of game elements by K. Werbach and D. Hunter, and Flow Theory by M. Csikszentmihalyi. The study identified and substantiated a four-component structure of communicative competence, including value motivational, cognitive, practical operational and reflective evaluative components. A six-stage model for designing gamification technology was developed, each stage of which relies on the identified components as target benchmarks. A compliance matrix “competence component – game mechanics – expected educational outcome” is proposed, as well as a comparative analysis of instrumental solutions (SaaS platforms, LMS, no code/low code constructors and custom development). The theoretical significance lies in expanding scientific understanding of gamification design: unlike the traditional approach, the starting point is not the content of a discipline but the structural components of the competence being formed, which ensures targeted and systematic selection of game mechanics. The practical significance is that the proposed model and analytical tools can be used by university teachers in pedagogical education when creating gamified courses aimed at the holistic development of students’ communicative competence.