Introduction. This article analyzes the methodological approaches that served as the General scientific basis for the development of a system for preparing future teachers for educational activities in secondary vocational education organizations. Systematic and axiological approaches served as the General scientific basis of the research. Nuclear, contextual, and personality-oriented approaches served as its concrete scientific basis.

Materials and methods. Various scientific sources devoted to system, axiological, nuclear, contextual, and personality-oriented approaches and the possibilities of their application to the problem of preparing future teachers for educational activities in secondary vocational education organizations were the material for the analysis. Analysis of scientific and methodological literature, descriptive and distributive methods used in writing this article are the main tools of analysis.

Results. Based on the analysis of the scientific literature, the significance of each of the approaches identified by us for the research problem is analyzed. The system approach allows us to present the process of preparing future teachers for educational activities in secondary vocational education organizations as a complete system of interrelated structural components that together allow us to achieve this goal. The axiological approach helps to fill the developed system with socio-pedagogical and personal-pedagogical values, to identify the mechanisms of formation of readiness of future teachers for educational activities. The nuclear approach allowed us to develop the nuclear structure of an integral system for preparing future teachers for educational activities. The contextual approach is aimed at creating a professional and social context in the process of preparing for educational activities. The personality-oriented approach allows you to choose the forms, methods and means of preparing future teachers for educational activities in accordance with their personal and professional characteristics.

Discussion. The theoretical analysis of the psychological and pedagogical literature on the problem of research has led us to understand that the provisions of the chosen approaches reveal the theoretical and methodological foundations of the system of training future teachers for educational activities in secondary vocational education organizations allow us to determine the directions of scientific research and ensure the validity of the theoretical provisions of the study.

Conclusion. In this article, we found out that in order to build an integral system of training future teachers for educational activities in secondary vocational education organizations, it should be based on a combination of several approaches that ensure its scientific validity. Each of the approaches identified by us has a specific function for building the system and a specific significance for achieving the goal of its implementation.

The definition of the methodological approach is given and their choice is justified;

System, axiological, nuclear, contextual, and personality-oriented approaches are analyzed in relation to the research problem;

The significance of a set of methodological approaches for solving the research problem is described.

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