The article is devoted to understanding the basic foundations of professional teacher training, which is in demand by a modern school. The relevance of the research problem is determined by the needs of pedagogical science in the scientific substantiation and development of theoretical and methodological foundations for advanced professional training of future teachers.
The article presents an understanding of the essence of teachers’ professional training for the prevention of social exclusion of students based on the author's concept. The anthroposociocentric paradigm is defined as a methodological guideline. The research employed theoretical (analysis, comparison, generalization, pedagogical modeling) and empirical (survey, focus group) methods.
The logic of substantiating the sources of development of the pedagogical concept of teachers’ professional training for the prevention of social exclusion of students in a combination of scientific, theoretical, empirical and regulatory prerequisites is shown. A comparative analysis of the teacher’s competencies defined by the Federal State Educational Standard for Bachelor’s Degrees in “Pedagogical Education”, “Psychological and Pedagogical Education”, “Special (Correctional) Education”, and characteristics of the prevention of social exclusion of students as a type of professional activity of teachers.
It is concluded that the novelty of the research lies in the theoretical substantiation of the value and target guidelines of the developed pedagogical concept. The prospects of the research are related to the further development of the content of the concept, the justification of the selection of a system of pedagogical means of professional training of teachers for the prevention of social exclusion of students.
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