Problems of formation of pedagogical consciousness in the framework of designing a coherent environment of the future

Glebova Lyubov' Nikolaevna Doctor of Pedagogy Russian Federation Senator, Federation Council Of The Federal Assembly Of The Russian Federation 103426, Russia, Moscow, Bolshaya Dmitrovka str., 26 GlebovaLN@senat.gov.ru Other publications by this author

Introduction

In the current conditions of uneven development of society, the uncoordinated influence of various environments on each other, both in the world and in the Russian educational space, the diversity of assessments of what is happening, sometimes very contradictory and ambiguous, the issue of the formation of pedagogical consciousness is becoming more and more urgent. There is an acute problem of the direction of its development, ways and means of formation during the training of students studying in the areas of "Pedagogical education" and "Psychological and pedagogical education" in conditions of varying degrees and ambiguity of the influence of the surrounding world.

The relevance of the topic is connected with the need to form such a teacher's consciousness that will allow him to objectively assess the resources of the environment, the degree of its coherence, correlate and analyze the development of environments, their impact on the formation of a person, analyze, calculate the risks of influencing the personality, the potential for its development, as well as owning the management of his own personality as a "pedagogical tool" and able to create conditions for the holistic development of another person. The competence of such a teacher will allow both a creative and ethical approach to the implementation of the modern humanitarian model of education, which focuses attention in an unstable developing environment on the value-semantic sphere of the child. The answer to the challenges of the modern education system should be the improvement of pedagogical and psychological-pedagogical education focused on the qualitative characteristics of professionals, in particular, sustainable pedagogical consciousness as a factor in solving educational problems in the changing ambiguous conditions of the environment.

The study of the problem

Currently, there are many studies in psychology, pedagogy, and sociology that affect various aspects of the formation of pedagogical consciousness. However, the problem of the formation of pedagogical consciousness as a condition for preserving the harmony of the environment and educational potential should be considered in more detail. As the analysis of the literature on this issue shows, the genesis of scientific pedagogical consciousness from the standpoint of integrative psychology and the methodology of humanities is presented in the works of S.A. Dneprov ^[1-2], T.S. Khazykova ^[3], the ethical and pedagogical foundations for the formation of moral consciousness in a future teacher at a pedagogical university are analyzed by O.K. Pozdnyakova ^[4], the qualitative characteristics of pedagogical consciousness is represented by T.V. Belykh ^[5]. From the standpoint of philosophical and sociological understanding of the phenomenon of consciousness, pedagogical consciousness is considered in A.P. Fomin ^[6], Yu.A.Lobeyko ^[7], O.F. Levichev ^[8] and others. In psychology, the features of the formation of pedagogical consciousness were presented by N.K. Karpova ^[9], V.I. Mareev ^[9], N.P. Petrova ^[9], referring to the spirituality of consciousness as its psychological and pedagogical characteristic, N.I. Guslyakova ^[10-11] considers pedagogical consciousness in the format of an analysis of professional motivation E.I. Medvedskaya ^[12] defines the ways of forming images of students in the pedagogical consciousness, I.A. Vinogradova, O.V. Tsaplina ^[13] substantiate positivity as characteristics of pedagogical consciousness. The specifics of the transformation of pedagogical consciousness in the digital environment were characterized by V.A. Tsapov ^[14], A.N. Sazonova^[15], A.A. Akhayan ^[15], V.V. Kravtsov ^[15], G.A. Vinogradova ^[16] and others. The problem of coherence of the educational environment is touched upon in the works of V.N. Varaksin, A.V. Boldyreva-Varaksina ^[17]. In the considered works, the problem of pedagogical consciousness is touched upon in various aspects, while attention is not focused on the formation of pedagogical consciousness as a condition for preserving the harmony of the environment and educational potential.

The scientific novelty of the research consists in the fact that the paper presents an attempt to systematize and generalize the concept of pedagogical consciousness, characterizes the development of consciousness of pedagogical consciousness in the last decades; the problem of the formation of pedagogical consciousness in future teachers is considered within the framework of integrative and synthetic approaches as conditions and criteria for designing a coherent environment, a system of conditions, both positive and and negatively affecting the formation of pedagogical consciousness of students studying in the areas of Pedagogical education and Psychological and pedagogical education. A model of activity in the field of formation of pedagogical consciousness as a condition affecting the stability of the environment has been developed.

Purpose and objectives of the study

The identification of the problem of the formation of pedagogical consciousness within the framework of designing a coherent environment of the future requires a more detailed consideration from the standpoint of the foundations of modern science, in connection with which the purpose of this study can be defined as generalization and systematization of the problems of the formation of pedagogical consciousness among students studying in the areas of training "Pedagogical education" and "Psychological and pedagogical education" in the conditions of change social ideological paradigms of the humanitarian society.

The objectives of the study, which will achieve this goal, can be identified: identifying the causes of the genesis of the development of pedagogical consciousness in the last decades of the XXI century, determining the methodological guidelines for its formation, understanding the concept of pedagogical consciousness as a synthetically integrative concept through the identification of its actual definition, establishing the structure and stages of formation, at the theoretical level, establishing the mutual influence of pedagogical consciousness and coherence to identify the problems of the development of pedagogical consciousness in the modern environment and their sources, to develop ways of developing pedagogical consciousness as one of the conditions for environmental stabilization.

Methods and methods of research.

The methodological foundations in considering this problem, which will allow achieving the greatest objectivity in understanding and evaluating pedagogical consciousness as a phenomenon, phenomenon, process, incentive of activity and result, were its understanding by S.A. Dneprov ^[1-2] as a component of the system of scientific consciousness and an independent type of scientific consciousness; interpretation of pedagogical consciousness by O.K. Pozdnyakova ^[3] as a system ethical and moral components; philosophical substantiation of the synthetic nature of the teacher's consciousness by O.F. Levichev ^[6]; dynamic and sociological aspects of the formation of pedagogical consciousness by A.P. Fomin ^[4] in the context of interaction in the conditions of virtualization of social reality.

The content and procedural characteristics of the formation of pedagogical consciousness in a coherent environment are based on a number of general pedagogical approaches: the subject-activity approach as a guarantor of the successful development of pedagogical consciousness of future teachers, social educators, etc., cultural-creative approach to the organization of the formation of pedagogical consciousness in the educational process of a university implementing training programs for Pedagogical and Psychological-pedagogical education, philosophical andaxiological in the choice and interpretation of the value foundations of the formation of pedagogical consciousness in the conditions of designing a coherent environment, the environmental approach in considering the functioning of the educational process. 

The theoretical significance of the work lies in the fact that it aims to expand the aspects of the problem of the formation of pedagogical consciousness as a condition affecting the design of a coherent environment of the future, complements the knowledge about the formation of a teacher as a subject of professional pedagogical activity and a bearer of the values of his profession both in educational and in the environment. The considered and analyzed features of the formation of pedagogical consciousness as a factor affecting the coherence of the environment are important for improving the system and content of pedagogical education.

The practical significance of the work is determined by the fact that the results of our research can be used in the preparation of professional education and self-education programs for future teachers, social educators, psychologists, etc. The developed model of the formation of pedagogical consciousness within the framework of the design of a coherent environment in the context of the implementation of training programs Pedagogical education and Psychological and pedagogical education can become one of the foundations of the design of pedagogical education of specialists professional and pedagogical sphere of the future.

The main part

It is necessary to pay attention to a number of stages that have developed recently in the rethinking of pedagogical reality and activity. The first stage was caused by an attempt to integrate with the global educational process, establish an equilibrium relationship with it, identify positive mutual influences that led to a reassessment of the emphasis on knowledge, approach, priority of theoretical training of students, as well as the need for them to master digital skills, literacy (digital skills), which led to the development of new formats of the teacher's vision and professional and pedagogical activity based on practice-oriented and competence-based approaches, which determine the possession of the skills to directly carry out pedagogical activity, understand pedagogical tools and, if possible, successfully use it. This stage was synchronized with the pandemic problems that reinforced these approaches: the transfer of the educational process to the distance space, which means the appearance of blurring of the time boundaries of the educational process, the failure of incentive measures for learning activities, its motivation, characteristic of real-time and "live" interaction. Therefore, the main criterion of this stage are skills (skills, competencies).

The second stage is characterized by the strengthening of this trend. The result confirming its development was the construction of pedagogical education purely on a competence-based approach, which first acquired the form of a variety of competencies described in detail, their descriptors, indicators, then led to the introduction of standards into pedagogical reality and activity, concretizing them into professional standards of teachers, educators' advisers, etc. and then to the design of the Core of pedagogical education with by placing emphasis on pedagogical skills and abilities. For this period, it can be said that a functional approach to pedagogical consciousness becomes characteristic, that is, the prevalence in it of concepts about the conditions, functions, skills of pedagogical activity, sometimes their exaggerated influence on the results of the educational process, as well as the relegation to the background of scientific, theoretical and value components.

The next stage is connected with the changes taking place in the world space, public consciousness, expressed by the revaluation of values, the emergence of a variety of interpretations of universal spiritual, moral and moral values, accompanied by ambiguity, uncertainty.  This led to the need for the Russian pedagogical community to rethink pedagogical education and consciousness in the system of functioning of the modern educational space of the surrounding world, the country, to search for those landmarks that will become core, value- and system-forming. At this stage, the challenge to modern pedagogical education is to form such a teacher, for whom it is significant in a changing environment characterized by some chaotic, contradictory, uncertain, ambiguous attitudes in many issues, preserving oneself, preserving value stability for younger generations in changing conditions, the ability to create and/or change the environment, space which will guarantee their resilience, moral stability, ethical literacy. In these conditions, pedagogical education focused on the possession of the tools of the organization of the educational process may not be enough. No less important is the conscious analysis of pedagogical reality and activity, which leads to a reasonable, targeted choice and use of technologies, forms of methods of interaction in the educational process, constant reflection during professional and personal formation and development.

In this regard, it seems important to compare the existing interpretations of pedagogical consciousness proposed in different time periods by different authors, which will allow it to be analyzed more reliably, to reveal more widely, to present and justify its structure. Consciousness as such is defined as the highest level of spiritual activity of a person as a social being, that is, as a stimulus, motivator of behavior and activity of a teacher, obtained in the process of analyzing and evaluating the surrounding world.

The beginning of the 2000s was characterized by the understanding of pedagogical consciousness as a system of unconditional values, attitudes and beliefs in the field of pedagogy, according to the psychological and pedagogical dictionary (comp. E.S. Rapatsevich). However, already S.A. Dneprov ^[1-2] pedagogical consciousness begins to be considered quite widely. Comparing the concepts of pedagogical and professional consciousness, he, appealing to the works of S.I. Gessen, draws attention to the need for their differentiation, the impossibility of reducing pedagogical consciousness only to professional frameworks. Pedagogical consciousness is inherent in any person, according to the researcher, it thereby forms part of the public consciousness, acting as a component of the environment, which is a factor of education. But in the research of S.A. Dneprov ^[1-2], consideration of scientific pedagogical consciousness prevails. Relying on the integrative-psychological approach, he identified such structural components as emotional-sensual, motivational, intellectual, moral and volitional, paying special attention to intellectual as an indicator of scientific consciousness. Having conducted a comparative analysis of concepts, he identifies pedagogical consciousness as separate, having its own specifics and differing from the pedagogical worldview, pedagogical culture.

Following him in his research, O.K. Pozdnyakova ^[3] also emphasizes the need to consider pedagogical consciousness in the context of a system-structural approach, highlights the value-semantic and moral-ethical components of pedagogical consciousness, emphasizing their importance for the formation of a teacher and the successful implementation of his pedagogical activity. This position was due to the fact that, as O.K. Pozdnyakova herself notes ^[3], "at present, values are often replaced, and not their reassessment. Substitution of values is also one of the reasons that generate moral conflicts between people, between a person and society, a group." T.V. Belykh ^[4] also considers the intellectual sphere, the value-semantic and moral-ethical component, but as qualitative characteristics of pedagogical consciousness, indicators of its formation. In other words, if we are guided by these guidelines in psychological and pedagogical activity, then we can talk about some formation of pedagogical consciousness.

In the psychological studies of N.I. Guslyakova ^[10-11], I.A. Vinogradova ^[13], O.V. Tsaplina ^[13], there is a return to the concept of professional consciousness with the allocation of cognitive, affective and behavioral spheres as its components. N.I. Guslyakova focuses on the psychological mechanisms (attitudes) of the formation of pedagogical consciousness with the allocation of such an important component and the conditions for its formation as reflection, self-esteem, and I.A. Vinogradova ^[13], O.V. Tsaplina ^[13] draw attention to the need for future teachers to form such an affective component as positivity of consciousness.

Also, modern researchers pay attention to the stages of the formation of pedagogical consciousness. So G.A. Vinogradova ^[16] proposes to distinguish the following stages: the first is the formation of a complex of ideas about oneself as a teacher, this is a stage of high emotional stress of life; the second is the period of clarifying the purpose of professional activity, conscious design and testing in practice of various forms, methods, means of its organization; the third is the development of a system of ideas about the pupil. However, given the specifics of the curricula, this stage is not always advisable. For example, it is not entirely legitimate to define the formation of a complex of ideas about a pupil as the third stage if the history of pedagogy is studied in the second year, where the idea of a student, the educational process in genesis is revealed. It is this section of pedagogy that can have a decisive influence on the formation of a worldview when studying (not familiarizing, but studying) the works of leading scientists and teachers who are an example of a formed pedagogical consciousness (for example, Ya. Korchak, K. Ushinsky, A. Makarenko, V. Sukhomlinsky, I.G. Pestalozzi, M. Montessori, etc.). the same period may contribute to the development of ideas about the teacher's detail, etc. As well as when studying the "Theory of education" or "Theory and methodology of education", not only the formation of ideas about methods, forms, technologies, their adequate use in the educational process, but also the development of ideas about the student and himself as a teacher continues. Therefore, it makes sense to speak rather not about the stages of the formation of pedagogical consciousness, but about cyclicity, where each of the designated components is part of a single cycle that is systematically repeated with a certain degree of intensity of development in the study of psychological and pedagogical disciplines in each subsequent year of study.

It leaves an imprint on the understanding of pedagogical consciousness in modern science and the intensive development of the digital environment, which is reflected in the works of G.A. Vinogradova ^[16], A.P. Fomin ^[5], V.A. Tsapov ^[14] and others. The problems of the formation of value orientations and pedagogical consciousness in the digital generation of students, whose features are such that they require new approaches to its formation.

Thus, the interest in the pedagogical consciousness of such sciences as pedagogy, psychology, sociology, philosophy and others emphasizes the need to consider it in the format of integration of ideas. Pedagogical consciousness is considered as a phenomenon that, acting as part of the public consciousness, has changed in different periods of human development. Pedagogical consciousness is not only phylogenetically, but also ontogenetically subject to changes due to what is inherent in a person. Pedagogical consciousness is also a combination of scientific-pedagogical, everyday-pedagogical consciousness, and behavioral component, it has its own structure, represented by the presence of interconnected components from emotional-sensual to volitional. The form of manifestation of pedagogical consciousness is the conscious activity of the teacher. Therefore, pedagogical consciousness can be defined as the process of forming attitudes, prerequisites for pedagogically justified professional behavior. Since pedagogical consciousness, being a form of activity, determines the direction and nature of professional activity, it can simultaneously act as both the goal and the result of pedagogical and psychological-pedagogical education.

It is also necessary to consider the relationship between the concepts of pedagogical consciousness and the coherence of the environment. In the field of education, the coherence of the environment is understood as the degree of consistency of the influence on the personality of the local environment with the influence of other habitats. Coherence characterizes the educational environment according to the criterion of "harmonious - inharmonious". This is an indicator of the degree of consistency of all local educational environments, the functional subject of which is this person. In other words, coherence shows whether a given educational environment is something isolated in the habitat of a person or it is closely connected with it, integrated into it.

In sociology and social pedagogy, it is customary to distinguish mega, macro, meso and microenvironment as factors of personality development, the degree of influence of spontaneous and purposeful environmental factors is considered. In the conditions of the modern educational space, natural factors are becoming more and more, they do not always become the object of pedagogical research in a timely manner, giving a conclusion about their methodically, psychologically, methodologically competent use, which can negatively affect the development of personality. The conditions of the macro (state) and mega environment (world) are particularly contradictory at the present time, leaving an imprint on the development of personality. The uneven relationship between the meso environment (Internet users, residents of the region, representatives of the denomination) and the microenvironment (family, school) continues to be observed.

Recently, the concepts of digital and virtual environments have appeared, where digital is considered as a means of creating a virtual environment - an analogue, imitation of a real one. Both digital and virtual environments are part of the design of the environment of the future, affect the formation of consciousness, and hence the pedagogical reality and activity. Modern pedagogical consciousness, developing and existing in them, is also changing: there is a need for their adequate assessment, identification of opportunities for personality formation.

It should be noted that the bearer of pedagogical consciousness is a person and the degree of formation of his value foundations, views, beliefs, moral stability, the ability to positively resist negative trends depends on the stability and stability of the environment, since it is determined by the presence of people in it. The teacher, thereby acting as part of the educational environment, must have pedagogical consciousness and a high level of morality in order to be a guarantor of its stability and gradual development. Also, modern pedagogical consciousness as a component of readiness for professional activity requires the formation of ideas about environments, their influence on personality development, understanding the importance of critical assessment of the environment and its function in it, understanding the role of the teacher in organizing their balanced interaction as a factor of personality development. For example, educational concepts and programs jointly developed by all educational institutions of a district, city or region can contribute to improving the coherence of the educational environment; cooperation of educational institutions with cultural institutions, mass media, informal youth organizations, self-government bodies, the Russian movement of children and youth, etc. The formed pedagogical consciousness can contribute to understanding the importance of such interactions and determining one's place in it, on the one hand.  On the other hand, it promotes the establishment of an example of the younger generation to resist the negative influences of natural and ambiguous external factors, the development of a stable value basis of personality.

Thus, in the area of psychological and pedagogical professional activity, there is the creation of such an environment, its harmonization on the basis of the formed pedagogical consciousness as a source of justified pedagogically justified activity. And a professional in the psychological and pedagogical sphere is a moral subject who is able to manage himself in each specific situation, relying on the principles of pedagogical duty and moral responsibility. That is, the main task of pedagogical and psychological-pedagogical education, especially in an unstable environment, the search and design of its equilibrium, stability, mutual and uniform influence of environments from local to macro is the formation and development of a personality, a moral subject with moral consciousness, capable even in contradictory conditions not just to remain in the system of values, and to continue to develop and improve them, to promote them as a basis for personal development. In the conditions of designing a coherent environment, adequate pedagogical consciousness and the organization of ethically competent pedagogical interaction on its basis will be the key to the successful solution of educational tasks. It is becoming more relevant than ever, as it has a direct impact on the fulfillment of the teacher's mission.

Such an understanding of pedagogical consciousness requires an analysis of the orientation of modern professional and pedagogical activity and the content of education in the areas of Pedagogical education and Psychological and pedagogical education.

There are a number of contradictions in the formation of pedagogical consciousness in the conditions of designing a coherent environment of the future.

1. The contradictions between the need to reflect the change of value orientations in the public consciousness during the formation of pedagogical consciousness, however, should not be replaced by false values.
2. Between the need to implement a competence-based approach in the design of training programs for Pedagogical education and Psychological and pedagogical education and at the same time relying on the conceptual ideological basis of pedagogical education.
3. The contradiction between the targets of universities, set from the outside, and the need for the formation of pedagogical consciousness as a condition for stabilizing the environment. The "core of pedagogical education", having defined the range of competencies (universal, general professional, professional), does not give a detailed idea of what the pedagogical consciousness of future specialists in the field of education should be. As the analysis of the professional standard of a teacher, the professional standard of a specialist in the field of education, etc. shows, they first of all naturally consider the labor functions (what the applicant should be able to do, what to own). And the requirement of having a formed worldview, pedagogical consciousness on the basis of which certain decisions should be made in the choice of means, methods, technologies, forms of the educational process is not specified.
4. Between the need to comply with the principle of fundamentalization in the design of pedagogical education, which requires the identification of interdisciplinary and intra-subject connections of disciplines, and the block-modular (general professional, professional and subject-methodical training) nature of the construction of programs and curricula, which is fraught with the danger of formal layout of subjects when the disciplines of the curriculum, practices are not interconnected.
5. Between the presence of practice and the lack of a clear understanding of the role of practices in the formation of pedagogical consciousness, psychological and pedagogical activity, limited only by reporting, the withdrawal into the background of the procedural side of the activity of a teacher, psychologist, etc.
6. Between the differences between the environment of the school and the university. Different spaces and approaches to the educational process, the orientation of the university to the prevalence of scientific and pedagogical consciousness, and the orientation of the school to methodically-based pedagogical consciousness, on the one hand, and the performance of managerial functions, on the other.
7. Meanwhile, scientific knowledge provides a reasonable version of the organization of the educational process, presented as a kind of ideal, while the ambiguity of the development of the environment directly confronts students studying in the areas of Pedagogical education and Psychological and pedagogical education, with its inconsistency, ambiguity.

Based on the theoretical foundations, a model of the formation of pedagogical consciousness in the conditions of designing a coherent environment of the future within the professional block is developed.

1. Definition of conceptuality, the placement of accents in the formation of pedagogical consciousness in the conditions of designing a coherent environment of the future in the context of pedagogical and psychological-pedagogical education.
2. Introduction into the disciplines of the psychological cycle of a series of trainings, business and simulation games, methods of evaluating pedagogical activity, methods of evaluating the activity of a psychologist, methods of reflection on professional activity, etc.
3. Systematic renewal in the cycle of pedagogical disciplines of information on innovative processes in education, the specific formulation and implementation of the author's ideas, techniques; introduction to the process of development of pedagogical disciplines, the study and analysis of the works of those authors, which are formed of pedagogical consciousness (A. S. Makarenko, K. D. Ushinsky, J. Korczak), to include individual and collective forms of training as of the ways that individual and group consciousness teaching, integration in the lecture material of problematic issues related to moral values, ethical standards, research and analysis of contemporary literature for children which reveals the problems of non-uniformity and instability of the environment, the difficulty of making a teacher or psychologist decisions in ambiguous situations ("INTERNAT 3.0", "Through the thorns to the house"), creating a list of references, recommended to the study, the introduction to each of pedagogical disciplines in the system of pedagogical tasks and situations (for each lesson) as close as possible to reality (better if taken from reality, one of these literary works), requiring the support of pedagogical consciousness, no less than two business or simulation games in the semester (e.g., introduction children and young people in an educational institution in the course of the pedagogical Council; a meeting with the Advisor on education to bring to a school of cultural institutions, sports Council student leaders to range of subjects and extra-curricular activities in a modern and current issues); the introduction of a system of control and measuring materials of the matters requiring reliance on the pedagogical consciousness.
4. The inclusion in the practice programs of tasks to assess the degree of coherence of the environment (evaluation of the work of schools / classes with parents, identification in terms of educational work of the educational organization of interaction with various institutions (culture, sports)), establishing the role of the individual in the formation of the stability of the environment (correlation of educational work plans with the value orientations of teachers, psychologists who participated in their creation, analysis and independent design of technological maps of extracurricular educational activities of an ethical, moral nature, various games with situations of moral choice at their core), self-assessment as a subject of professional activity and interpersonal relationships.
5. Attracting students to participate in the creation of socio-pedagogical and other projects in the educational environment (at least one project per year).

Creation of a pedagogical student laboratory dealing with psychological and pedagogical problems in the field of formation of pedagogical consciousness in the conditions of designing a coherent environment of the future as a factor of its stability, offering its projects, plans, technological maps of lessons, events, games, taking part in various kinds of events, one way or another focused on the development of pedagogical consciousness (for example, the development of career guidance events taking into account the realities of the modern environment and the position of the teacher, the school of a young researcher).

Research results

The research base was the Arzamas branch of the UNN. 119 people took part in the study. There are four groups of students in the areas of Pedagogical education and two groups - Psychological and pedagogical education. The control group of students consisted of 59 people (2 groups of Pedagogical education and 1 group of Psychological and pedagogical education), the experimental group - 60 people (also 2 groups of Pedagogical education and 1 group of Psychological and pedagogical education). The duration of experimental activity until the end of students' studies at the university.

At the first stage of the research, a scientific and theoretical analysis of the problem was carried out, the directions of the research were determined, a model of consciousness formation in the conditions of designing a coherent environment of the future was developed as part of the implementation of the Pedagogical Education and Psychological and Pedagogical education programs, methods and diagnostics for assessing the development of pedagogical consciousness among students studying in these areas of training were selected and modified. As such methods, the adapted diagnostics of personal growth (questionnaire) of P.V. Stepanov (identification of attitudes to the outside world, professional activity, work, people, oneself) ^[18], adapted individual diagnostics of situations (P.V. Stepanov ^[18], D.V. Grigoriev ^[18], I.V. Kuleshova ^[18]) on the basis of situations on the attitude to interpersonal relationships, oneself, psychological and pedagogical activity and the choice of ways out of them), the methodology for identifying value-significant guidelines "How should it be in professional activity?" based on the diagnosis of the professional position of A.I. Grigorieva ^[18] (to correlate statements about the organization of professional pedagogical activity, its attitude to the subjects of the educational process, its attitude to its organization with its own assessment). The interpretation of the results is based on the points received. The dynamics of indicators in the upward direction will indicate a responsible and conscious attitude to the implementation of psychological and pedagogical activities as a condition for the harmonization of the educational environment and the surrounding environments.  

The results of the input stage of diagnosis carried out in both groups in the 2nd year of training showed:

1) personal growth characterized by adequate relationships is approximately the same in both groups: in the control group, a stable negative attitude was demonstrated by 17% (10h) of respondents, an ambivalent negative attitude - 36% (21h), positive in 32% (19h), stable positive in 15% (9h), in the experimental group and 15% (9h), 38% (23h), 30% (18h) and 17% (10h), respectively, the same parameters;

2) based on the choice of actions in the situation within the framework of individual diagnostics, 17% (10h), 63% (37h), 20% (12h) of the control group demonstrated a conscious position in professional activity, interpersonal relationships and self-assessment at a low, medium and high level, respectively, respectively% (36h), 23% (14h) in the experimental group.

3) orientation to the degree of disagreement with the values indicated in the questionnaire as the basis of pedagogical consciousness in the conditions of designing a coherent environment was expressed in the control group by 17% (10), in the experimental group by 18% (11h), rarely expressed disagreement by 25% (15h) and 27% (16), partial agreement by 35% (21h) of respondents in each group, full agreement of 22% (13) in the control group and 20% (12h) in the experimental group

At the second stage of the study, during the 2nd and 3rd year of study, the implementation of the designated model of the formation of pedagogical consciousness in the conditions of designing a stable environment of the future in the experimental group took place. Within the framework of the lectures, problematic issues related to value orientations in society and education, attitudes in choosing certain algorithms of professional activity by a teacher, a social pedagogue in situations of ambiguity and inconsistency were actively used, trainings, business and imitation games for decision-making and their justification were used during practical classes, tasks were performed on assessment of the stability of the environment, identification of factors and conditions for maintaining its harmony and positive influence on the development of personality and the nature of upbringing. Also, during the practice, tasks for the formation of pedagogical consciousness were performed. A student laboratory was established in the 2nd year and began to function actively in the 3rd year, students' participation in various types of project activities was supported.

The third stage of the work involved the evaluation of intermediate studies based on repeated diagnostics. The results of the study showed a higher level of dynamics in the experimental group:

1. according to the results of the diagnosis of personal growth in the control group, a stable negative attitude was demonstrated by 14% (8h) of respondents, an ambivalent negative attitude - 32% (19h), a positive attitude in 37% (22h), a stable positive attitude in 17% (10h), in the experimental and 12% (7h), 28% (17h), 37% (22h) and 23% (14h) according to the same parameters. The mobility of the result was observed in all indicators of responses from a negative to a purely positive attitude to the surrounding reality. That is, there was a more significant increase in the parameters of more stable and adequate positions;
2. the results of individual diagnostics have changed: high, medium and low levels of conscious position in solving difficult situations of professional choice in the control group were - 24% (14h), 63% (37h) and 14% (8h), respectively, and in the experimental group - 36% (22h), 52% (31h), 12% (7). However, this time, for the reliability of the methodology, students had to justify their choice, explain it.
3. orientation to the degree of disagreement with the values indicated in the questionnaire as the basis of pedagogical consciousness in the conditions of designing a coherent environment was expressed in the control 14% (8h), in the experimental 12% (7h), rare disagreement in the control group 23%, (13h) in the experimental – 20% (12); partial agreement 32% (19h) and 38% (18) in the control and experimental groups, respectively, 31% (18h) of the control and 30% (18h) of the experimental group fully agreed with the indicated values.

A comparative analysis of the results for each method shows that the dynamics of the formation of pedagogical consciousness as a condition for designing a steadily developing, harmonious environment is higher in the experimental group. The work in the framework of the study of this problem continues. It is necessary to carry out diagnostic data in two more years of training, when there will also be practice.

Conclusions

Thus, the formation of pedagogical consciousness in the conditions of designing a coherent environment of the future is a purposeful systematically organized process during the development of Pedagogical Education and Psychological and Pedagogical education programs by students. Pedagogical consciousness is understood as the goal of pedagogical and psychological-pedagogical education and its simultaneous result. The components of pedagogical consciousness require systematic formation during the study of professional training disciplines, participation in various cases and projects. The formed pedagogical consciousness is a condition for the stabilization of the educational environment.

This not only provides students with high motivation for future professional pedagogical and psychological-pedagogical studies, their understanding of their own personality as a "pedagogical tool" and readiness to implement the humanitarian model of education in practice, their understanding of pedagogical consciousness as a factor of harmonization of the educational environment in the conditions of designing the environment of the future. The formation of pedagogical consciousness among future teachers from the standpoint of the ideas of humanities, mediocrity, is carried out during the development of academic disciplines (at lectures and seminars in the form of business and imitation games, games with metaphorical cards), in the process of performing practical tasks, participation in university affairs based on the analysis of materials about the environment, the educational environment, the role of the teacher in it, to resolve the contradictions between the pedagogical environment and the surrounding reality. This process should be carried out purposefully, systematically, consistently, during which students come to realize the importance of pedagogical consciousness within the framework of designing a harmonious environment through a system of tasks, solving situations, participating in imitation and business games.

The study revealed the dependence of students on consciousness, self-understanding, professional activity, value attitude to their future profession, a conscious approach to the implementation of activities, understanding the dependence on the result of pedagogical and psychological-pedagogical activity of the conditions for designing a harmonious environment for the development of the younger generation of the future. Students who do not just learn subjects, take part in practices, project activities, explore their own thinking, value-semantic and moral-ethical foundations, realize the importance of the role of the profession in the formation of the educational environment, values and their opportunities in future professional activity. Our research in terms of developing and implementing a model for the formation of self-awareness among future teachers continues.