Abstract
The importance of this study is linked to the topic of increasing the quality of future teacher professional training by creating a collaborative learning environment. The purpose of this research is to conduct a theoretical analysis of the effectiveness of creating a collaborative learning environment in university and demonstrate its impact on the successful professional activity of future teachers. The paper presents the data of the experimental research in the form of Action Research, conducted among 1st and 2nd year students of pedagogical specialties in the natural sciences (chemistry, biology, physics, computer science). The core requirements of the personality-oriented, activity-based, systemic, environmental, axiological and competence-based approaches form the methodological foundation for building a collaborative learning environment. Students who are immersed in a collaborative learning environment have the opportunity to reflect on the level of formation of their own professional skills, the success of achieving educational goals, and the processes of self-realization, self-development, and self-actualization on a regular basis. This study examines the impact of collaborative learning on students’ communication skills, knowledge quality, assessment of educational achievements, and study time savings. The research findings are linked to the use of Action Research in the educational process, involving students in the process of professional self-improvement. The novelty of the research is characterized by the identification of developmental effect of a collaborative learning environment based on the concept of a zone of actual student professional growth. The practical significance of the research is the development of positive experience in structuring the educational process, with the prospect of applying this experience in future professional activities, such as working with students.