Introduction. The article is devoted to scaffolding as a special form of pedagogical support for future teachers. Using scaffolding technology, the teacher focuses on the zone of proximal development, taking into account the zone of current development of students in order to minimize their discrepancies. A special role is given to direct and planned scaffolding, and its three forms are also considered: individual-oriented, partner-oriented and ICT scaffolding. The main focus is on increasing the proportion of independent work of future teachers and on the gradual weakening of pedagogical support. Scaffolding creates a variety of opportunities for organizing independent work for students and trains them for successful professional activities in accordance with the requirements.

Materials and methods. Practical work within the framework of educational practice in the German language was focused on scaffolding and consisted of three stages, each of which correlated with a specific form of scaffolding. At the first stage, students read authentic works, became acquainted with new lexical and grammatical material, analyzed the characteristic features of the characters, and paid attention to the stylistic features of the text material. At the second stage, future teachers didacticize the fairy tale based on a given standard model. At the third stage, they tested the developed didactic complex, followed by an analysis of the strengths and weaknesses of didactization, as well as identifying shortcomings and their subsequent correction. The main vector is aimed at increasing the level of independence of students to achieve their goals.

Results. The results obtained after diagnostics and self-diagnosis based on the results of educational practice indicate a more successful formation of students’ readiness to carry out professional activities based on an increase in the level of independence of future teachers to achieve the necessary results and organize cooperation. Thanks to scaffolding, future teachers successfully adapt to professional activities.

Discussion. An analysis of the positions of scientists on the problem of using scaffolding technology in higher education confirmed the significance of this pedagogical problem. Most scientists note that the potential of scaffolding in teaching foreign languages at university is quite high because this pedagogical technology appeals to the zone of proximal development of students and allows them to move gradually from performing learning activities under the guidance and with the help of teacher to independent learning activities. An analysis of various pedagogical positions confirmed that the provisions set out by the authors in this article mainly correlate with the positions of the pedagogical community on this issue.

Conclusion. Practical experience confirms the efficiency of integrating scaffolding into the traditional educational process, contributes to the balance of the zone of current and proximal development, increasing the level of independence, and reducing pedagogical support. The involvement of students in a quasi-professional context contributes to the further formation of cognitive interest and stimulation of positive motivation for professional self-development, as well as an increase in responsibility.

The process of training future teachers for practical activities based on scaffolding as a special form of pedagogical support was designed;

Three forms of scaffolding are identified and justified, namely: individual-oriented, partner-oriented and ICT scaffolding;

In the process of work with students, the efficiency of educational practice has been proven, which includes three stages: acquaintance with authentic works, individual work on the study and didacticization of an authentic fairy tale, testing of the developed project. 

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