The following methods were used in the research process: theoretical (analysis; synthesis; classification; comparison; method of induction and deduction; modeling); diagnostic (questionnaires; testing; method of tasks and tasks); empirical (study of the experience of educational organizations, legal and educational documentation; pedagogical observation); experimental (ascertaining, forming, control experiments); methods of mathematical statistics and graphical representation of results.

The experimental base of the research were S. Toraighyrov Pavlodar State University (Pavlodar) and Kazan Federal University (Kazan).

The study of the problem was carried out in three stages. At the first stage, a methodological and theoretical analysis of existing approaches and ways in the philosophical, psychological and pedagogical scientific literature, dissertations on the problem, as well as the theory and methodology of pedagogical research was carried out; the problem, goal, and methods of research were identified, and an experimental research plan was drawn up. At the second stage, foreign experience of monitoring diagnostics use by future teachers ways and approaches was studied, psychological and pedagogical conditions were identified, model of intellectual culture work technology was described associated with the development of designing technology; the meaning of the experimental work was clarified, comprehensive training programmes of compulsory subjects and optional courses were developed and amended , psychological and pedagogical experiment were conducted. The third stage included analysis of the integrity of the concept of creating a culture of intellectual labor, its methodological theory, technologies and practices based on the anthropological paradigm that opens the opportunity to reveal a method of designing technology, mathematical processing, systematization and interpretation of the results, conclusions, completed the study.

The anthropological approach ensures the complexity of the design process, taking into account the external and internal connections of paths and approaches, the implementation of which requires a single, end-to-end and adequate to the design stages of the system description of the technology content. The basis of the development of the technology design method is the study of ways, approaches and conditions that determine the content of the existing system, specifying the necessary changes and innovations in the aspects of describing parts of the system development. Disclosure of potential capabilities of an intellectual work specialist is based on:

- reflection and understanding;

- action techniques and communication mechanisms;

- interpretation and thinking;

- self-determination in culture and its introduction into society;

- social and cultural personification;

- goal-setting;

- organization of the knowledge system.

Ways of intellectual work culture formation based on the anthropological approach are differentiated as follows (Figure1).

Figure 1
Ways of intellectual work culture formation.

Important principles aimed at implementing ways to form intellectual work culture are:

- managing your own activities;

- rationalism as the basis of the worldview:

a) cognoscibility;

b) technical mastery of laws and mechanisms;

- meaning-forming activity as achievement of goals and objectives;

- the principle of well-being-taking appropriate measures to restore order;

- the intrinsic value is an absolute value and protection.

These principles can be implemented under certain psychological and pedagogical conditions. For their consideration, it is necessary to identify and determine the ways of forming a culture of intellectual labor through active activity and work system, which will lead to its acquirement in the process of fully organized activities (Figure 2).

Figure 2
Conditions as a basis for component formation of intellectual work culture.

The psychological and pedagogical conditions that form the basis of the component formation of intellectual work culture in the structure of the anthropological paradigm reveal its mechanisms and constitute a symbiosis of all paths or a complex, since they are aimed at personal improvement through active activity.

Mechanisms of components of intellectual labor culture formation in the structure of the anthropological paradigm allow:

- build a relationship as a system;

- predicted result;

- highlight the content aspect of the component;

- define understandings of meanings of different orders;

- identify the content side of reflexive strategy and tactics.

The anthropological paradigm of the culture of intellectual work formation allows us to justify the designing technologies method at various levels of the research. The philosophical level of research on of intellectual work culture formation is determined by materialistic dialectics. Dialectics as a universal method of intellectual work culture cognition and the theory of personal development reveal the main positions of cause-and-effect relationships and phenomena of reality, consider the construction of mechanisms for the intellectual work culture formation in the relationships and interdependencies (Slobodchikov & Issaev, 1995).

Conceptual provisions for the intellectual work culture formation at the specific scientific level are based on acmeological, cultural, competence, contextual, technological and analytical, information and qualimetric approaches.

The acmeological approach as a progress in personal and professional development allows us to study productive development and self-realization through their laws, mechanisms, conditions and factors (Mezinov & Zakharova, 2019).

This ensures clarity, order, sufficiency, completeness, integrity and objectivity of information about the level of preparedness and the degree of professional and personal development. It uses the theory of pedagogical measurements, mass character, independence of expert evaluation procedures, testing, methods of mathematical statistics and pedagogical interpretation of the analysis (Amhag et al., 2019).

The dynamics and direction of the intellectual work culture among students in educational process of the HEI is determined within the framework of this technology. The structure of the technology for intellectual work culture formation includes purposeful, structural and content, process, effective and reflexive-corrective blocks (Yarullin et al., 2018).

The target block of the technology is aimed at the use of students:

- motivational and value methods in the process of intellectual activity in society;

- critical thinking techniques;

- informational and informative materials and objective self-assessment;

- manifestation of the personal-important qualities;

- general and cultural and professional competencies.

The implementation of the structural and content block of technology is aimed at creating an image of the future teacher, developing the content of the technology, portfolio, program, competencies, and labor functions that contribute to the formation of a culture of intellectual work.

The implementation of the content and process block of the technology is aimed at organizing and planning instrumental operations, designing the “image of the future teacher”.

The content and process block of the technology provides for the use of methods, forms, and tools. The goal of the performance block is to analyze the results of technology implementation in the educational process.

At the reflexive-corrective stage, students need to master the skills of analyzing and correcting their own work, activities, and implement its results in practice. One of the tasks of acmeological support of CIW formation is shown in figure 3.

Ways and approaches are based on the conceptual positions of dialectics as a universal method of intellectual work culture cognition, the theory of personal development, the theory of system-activity approach at the general scientific level and specific scientific approaches (Figure 4).

The implementation of the technology design method involved the following stages of experimental work:

- determination of the initial level of formation of monitoring skills of future teachers using methods of testing, questionnaire survey, pedagogical observation and self-observation, statistical processing of research results (Potashnik, 2006).

In this regard, the main provisions of ways, approaches and conditions for the formation of a culture of intellectual labor that determine the content of monitoring skills are highlighted:

- understanding the essence of the phenomenon being studied;

- assimilation of knowledge about the specific features of intellectual work culture;

- applicability of functions, actions, and competencies in practice;

- analysis of knowledge, skills, methods of action for the intellectual work culture, systematization, generalization and dissemination. These stages must be carried out, taking into account the characteristics and goals of training, the formation of competencies, with the need for self-esteem and self-actualization. The basis of development and self-realization is intellectual maturity as an individual quality and the main indicator of personal competence.

On the basis of knowledge of cultural theory, the personal information socio-cultural space is expanded and the essence of intellectual work culture is revealed, laws, functions, factors, features of thinking, speech, and activity in relation to the general culture are revealed.

The technological approach is associated with the use of basic educational procedures for the formation of intellectual work culture, aimed at personal and professional growth of students. These are developing technologies, problem-based learning, health-saving and computer technologies (Barinova & Karunas, 2015).

Figure 3
Some aspects of content and process block of the technology.

Figure 4
Method of designing technology for future teacher intellectual work culture formation.

During the experimental work, the level of intellectual work culture was diagnosed in the respondents of the experimental group consisting of 98 students. The control group involved 30 master students and 68 master students in experimental groups. The dynamics of changes in significant indicators of the levels of master students’ intellectual work culture formation by components in the experimental group based on the results of the experiment is reflected in figures 5 and 6.

Figure 5
The dynamics of changes in significant indicators of the levels of master students’ intellectual work culture formation by components in the experimental group based on the results of the experiment.

As a result of the study, 90 % of respondents believe that knowledge of the culture of intellectual work is the main indicator of competence in the process of professional growth. These qualities are indicators of the effectiveness of educational and research activities.

The inclusion of master students in active activities during classes, seminars, conferences, contests “Portfolio of success”, special seminars on the formation of intellectual work culture as a structural and process component of the anthropological paradigm in the learning process is aimed at activating the vital activity position of master students (Murzalinova, Ualieva, 2013), (Hivner, et al. 2019).

The study of literary sources allows us to state the absence of special studies devoted to the problem of developing a method designing technology for the intellectual work culture formation of a teacher and standardize the criteria, indicators and levels of achievement of students at the end of a certain stage of training. At the same time, to compare the learning results of a particular subject with a fixed compulsory minimum of mastering the content of education, with the requirements for the formation of competencies.

Figure 6
The dynamics of changes in significant indicators of the levels of master students’ intellectual work culture formation by components in the experimental group based on the results of the experiment.

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