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The article discusses the problem of existential self-determination of a future teacher as a certain internal resource of a professional, which is manifested, on the one hand, in readiness for change, mobility, ability for non-standard work actions, responsibility and independence of decision-making, and on the other hand, contributing to understanding the value of the teaching profession, existential choice as a key strategy for overcoming internal and external contradictions. It is proposed to use service learning for the purpose of existential self-determination of a student, since this is the means that combines the opportunity to develop personal uniqueness, pedagogical self, "live" all the existentials of a teacher's existence, internalizing the value of the mission of serving the enlightenment of the people, and benefiting society by applying one's professional skills. The conceptual idea of the service-learning methodology is based on enhancing the dynamics of existential self-determination through the relationship between freedom, choice, event, and recognizing that service and learning are of equal value, enhancing the results and significance of each component for students, and in general - for educating a future teacher as a responsible citizen. The article highlights: three levels of influence of service learning on the existential self-determination of a future teacher (worldview, intellectual, level of self-esteem); two criteria of effectiveness: (external – the environment, which thanks to service becomes an example and ideal of cooperation between the university and the educational institution; internal – personal growth of the student, a positive system of his relations to the world, profession; self-discipline; desire to improve, loyalty to the duty of service). An example of the work of Voronezh State Pedagogical University on teaching students through service to pedagogical work is described: the content of the seminars ("Moral Height of Service", "Service to Teaching as an Existential of a Teacher's Being: Philosophical and Pedagogical Meaning"). The practical implementation of the approach of teaching through service to pedagogical work was the active involvement of students in work in psychological and pedagogical classes.
pedagogical education, future teacher, existential approach, existential self-determination, service, pedagogical work
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