Introduction. In the modern world, in the context of ongoing changes in the education system, knowledge about the interaction between students and the teacher, based on joint activities, equality of all participants in the educational process, support, trust and mutual understanding, is in demand. This actualizes the need to implement the principle of facilitation in the process of professional training of future teachers, which implies the establishment of relationships between communication participants in the course of educational activities as equal partners, the inclusion of a student in activities, the creation of prerequisites for self-organization and self-development of the individual, which seems possible through the introduction of such teaching methods into the educational process, which teach students to communicate with each other and with the teacher in the perspective of dialogue, democracy and take into account the individual characteristics of each student. Conducting classes taking into account the principle of facilitation allows students to develop the skills of pedagogical interaction at a higher level. The purpose of the study is to analyze the optimal ways of forming the skills of pedagogical interaction by introducing teaching methods based on the principle of facilitation into the educational process.

Materials and methods. The main research methods were the analysis of psychological, pedagogical and methodological literature on the problem under study and a test for diagnosing the degree of development of the cognitive, emotional and behavioral-volitional components of pedagogical interaction, developed by Professor L.V. Bayborodova.

Results. The experience of working at the Faculty of Foreign Languages of the South Ural State Humanitarian Pedagogical University made it possible to substantiate the expediency of implementing the principle of facilitation in the process of professional training of future teachers. The results of diagnostics of the final stage of the experiment showed that the level of formation of the cognitive, emotional and behavioral-volitional components of pedagogical interaction in the experimental group increased by an average of 20%, while in the control group it remained practically unchanged. We believe that training based on the principle of facilitation will increase the level of formation of the skill of pedagogical interaction of future teachers.

Discussion. Both Russian and foreign scientists pay great attention to the issue of pedagogical interaction, considering it as a system of joint activities of participants in the educational process, aimed at increasing its efficiency and based on the principle of facilitation.

Conclusion. It is concluded that the implementation of the principle of facilitation in the professional training of future teachers contributes to the formation of their ability of pedagogical interaction, ensures the effectiveness of the educational process in the course of using modern teaching methods that take into account the individual characteristics of each student.

The concept of pedagogical interaction is given as a system of joint activities of participants in the educational process;

The need for the implementation of pedagogical interaction is proved, taking into account the principle of facilitation, which forms a creative person, ready to listen and non-judgmentally accept another opinion, capable of cooperation, to find solutions to problems;

The dominants of pedagogical interaction based on the principle of facilitation are determined;

The significance of the application of teaching methods based on the principle of facilitation is substantiated. 

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