Preparation of Teachers for Spiritual and Moral Education

The purpose of this research is improvement of bachelor’s and master’s programs in education for the spiritual and moral development of pupils. The relevance is proved with analysis of the data on value orientations of future teachers. The need to rely on traditional religious cultures of the country is noted. The research is aimed at forming of special programs of future teachers’ professional development through increasing their competence in the fields of theory and methods of spiritual and moral education and maintaining their professional position in the process of spiritual and moral education. The age dynamics of value orientations and methods of their appropriation, the dominance of cognitive, axiological or praxeological approaches at each stage are taken into account. Modular master's courses for teachers with higher pedagogical education are proposed, including the foundations of the main religious cultures; the courses for foreign language teachers can be supplemented by the religious culture of the studied folks. Participants prefer the combination of traditional and part-time e-learning master’s course. The importance of traditional "teacher-disciple" relationships and student-centered approach to educational activities as an environment to facilitate students’ abilities is underlined.


Introduction
The problem of the research is the imperfection of traditional bachelor's programs in education for the spiritual and moral development of pupils, diagnosed by Gerasimova & Semjannikov (2020), who studied value orientations of future teachers. The formation of socially significant moral guidelines is the core of the pedagogical system. The situation is worsening when there is no alternative to distance education.
Foreign scientists, who practice E-learning in higher education, especially in countries professing Islam (Farisi, 2013), speak of the need for an integrative model of spiritual and moral education on an interdisciplinary basis.

Purpose and objectives of the study
The purpose of this research is preparation of teachers for spiritual and moral education.
The objectives are: • improvement of bachelor's and master's programs in education for the spiritual and moral development of pupils; • defining conditions for successful bachelor's and Master's education, including E-learning.

Literature review
Upbringing is viewed as a process of assigning Russian civilization values in accordance with the Concept of spiritual and moral development and education of the personality of a citizen of Russia (Danilyuk, Kondakov, & Tishkov, 2014). The authors say: "The traditional sources of morality are: Russia, the multinational people of the Russian Federation, civil society, family, labor, art, science, religion, nature, humanity. The basic national values include traditional Russian religions -ideas about faith, spirituality, religious life of a person, the values of religious worldview, tolerance, formed on the basis of interfaith dialogue. To organize the developmental space and its full-fledged functioning requires the concerted efforts of all social actors -participants in upbringing: families, public organizations, including youth movements and organizations, institutions of additional education, culture and sports, the media, traditional Russian religious associations". The supplementary materials for bachelors can be recommended (Shkerin, 2016).
The student-centered approach (SCA) is considered as the most promising system of higher education. The practical significance of this approach in the studies of foreign languages is discussed (Shmeleva, 2018), as it facilitates the increase of motivation; however, certain limitations preventing its implementation have been identified (Kisel, Dubskikh, & Butova, 2020). SCA in Master's programs makes students' selfactualization, autonomy, and independence in their cognitive activity; but it is worth noting that freedom should be combined with responsibility (Shcheglova, 2013) of both teachers and students in order to complete all types of tasks in the curriculum and educational programs of higher professional education on time.
Methodology of distance learning, as a forced measure in higher professional education, (Weindorf-Sysoeva, 2020) helps in search for the most effective ways of "teacher-student" interaction during part-time e-learning in student-centred Master's courses in education. Webinars are held in order to eliminate certain difficulties and teaching aids are discussed.

Methodology
The research has been conducted in Russia since 2013; more than a thousand of students and a hundred of teachers of Moscow City Pedagogical University (MCPU) and The Herzen State Pedagogical University of Russia (HSPU) have been involved. As a result, for instance, a Master's program "Personally developing foreign language education" with a modular course "Fundamentals of religious cultures of the peoples of Russia and countries of the target language" has been implemented.
In 2020-2021, the Master's program profile "Spiritual and moral education" was implemented on the basis of the student-centered approach using the following methods and technologies: 1) Classroom activities, traditional and innovative (lectures, practical exercises, case studies, discussions, consultations, polls, conferences, cognitive dialogues) 2) Traditional out-of-class activities (practice in an educational institution, visiting museums, cultural centers, religious organizations)

3) Distant learning (distribution of materials and test tasks)
4) E-learning (using websites, blogs, other electronic resources of the teachers, museums, cultural centers, religious organizations and educational institutions). 5) Online conferences (lectures, workshops, discussions, group and individual consultations, surveys, etc.) 6) Media resources (radio broadcasting, television, etc.).
We have sent anonymous voluntary e-surveys, developed by us, along with the material assimilation analysis and dialogical interaction of subjects of the educational process through self-assessment and expert assessment on a five-point scale. Teachers and students were aware that their participation is voluntary. They were asked to rate their satisfaction with aspects of the educational process on a five-point scale: 1) Comfort of information assimilation 2) The effectiveness of acquiring the necessary skills 3) Motivation to use the skills 4) Efficiency in acquiring the required competencies 5) Comfort of interpersonal "teacher-student" communication, mentor support Also, we asked them to note the difficulties they have experienced such as: "Brainstorming" and regularly operating "discussion rooms" were used for: detailed interpretation of the analysis results, -search for approaches to achieving a high level interpersonal interaction, -identifying the students' and teachers' request for the implementation of the spiritual, moral, religious and cultural components in the educational process, creating a platform for improving the course tactical content and the process forms, with full compliance of the course strategy with the educational standards of higher education (The Ministry of Education of the Russian Federation, 2001).

Results
The implementation of the developed bachelor's programs into the educational process of MCPU (preschool, primary, basic and secondary general education) has shown the effectiveness of the approach.
Graduates, designing an individual educational trajectory for a group and each pupil, demonstrate the ability of informed decisions. A Master's program "Personally developing foreign language education" with a modular course "Fundamentals of religious cultures of the peoples of Russia and countries of the target language" has been implemented. To support the course, a book was published (Alpatov & Semjannikov, 2016). The main objectives of the discipline are: •     Tact. Etiquette.
The last part of the program for foreign language students depends on the studied language, and its structure is similar to the listed above parts.
The age dynamics of value orientations and methods of their appropriation, the dominance of cognitive, axiological or praxeological approaches at each stage should be taken into account. Primary school teachers should speak of good, evil and form cognitive results, while teenagers at secondary school prefer values formation in discussions and acting according to them.
Graduates of this program are successful not only as class teachers, but also as deputy heads of educational institutions; that indicates the validity of the proposed approach.
This vector of the pedagogical process even implemented remotely, draws both the teacher and the student to the Ideal (Zheltukhina, Vikulova, Serebrennikova, Gerasimova, & Borbotko, 2016), which in a dialogue with the student, gives the necessary life potential of systems of values, knowledge for realizing the student's socially significant status in society (Vykhovanets, 2017), and relationships with the Ideal.
During the COVID-19 pandemic, traditional "teacher-disciple" relationships, with a teacher as the leader in educational activities, has been broken, replaced by a student-centred approach (SCA) to teaching. We These teachers have difficulties in the development of different educational media -E-learning environment for interaction with students on the basis of the SCA.
The example of creation of favorable conditions for the "teacher-disciple" spiritual interpersonal interaction in the Master's courses in education, in contrast to the alienated, formal interaction, has been studied by the implementation of the SCA in "Spiritual and moral education" Master's curriculum at HPU (Kozlova, 2013(Kozlova, , 2014).
As noted above, distance learning is a significant problem in the interpersonal communication of the participants of the educational process.
It is important to underline the degree of the teacher's responsibility for the internal content of the information presented in the stated situation. The Savior clearly defines the significance of the inner state of a person and his responsibility in the Gospel: "O generation of vipers, how can ye, being evil, speak good things? For out of the abundance of the heart the mouth speaks." (Matthew 12, 34) The teacher, as a rhetorician, conveys his personal pathos, ethos, logos -his inner state to the audience, the state determined not only by the momentary situation, but, first of all, by the structure and content of the internal world of the teacher's personality, reacting to this situation. The teacher should himself stand firmly on the solid foundation of faith, backed up by deed. (Compare (Matthew 21, 42)) The examples are pedagogical systems of Janusz Korczak, Anton Makarenko and others.

Conclusion
The conducted study revealed that reliance on the country's religious traditions is a necessary component of teachers' professional training for the spiritual and moral development of pupils. The role of a teacher, using the student-centered approach, is providing an environment to facilitate students' abilities to determine the vector of their cognitive activities in this specific area of knowledge while maintaining interpersonal "teacher-student" interaction.