The peculiarities of practice-oriented training of pedagogy students

Abstract

Introduction. In current rapidly changing conditions, education is faced with the need to train specialists who are able to apply theoretical knowledge in practical activities. Employers value not only knowledge, but also the ability to solve specific professional tasks, adapt to changing conditions, and use modern technology. Practical training helps to form competencies that affect the competitiveness of graduates of pedagogical universities.
Goal. The study analyzes the features of practice-oriented teaching of students of pedagogical specialties in order to determine its importance for preparing to solve real life pedagogical problems in conditions as close as possible to professional activity.
Materials and methods. The methodological basis of the research is the theory of vocational education; competence-based, practice-oriented and personal-activity approaches. The research was conducted using theoretical methods, among which the main were literature review, comparison, systematization of material and analytics. In the practical part, pedagogical experiment, observation and a questionnaire were used. The total number of subjects was 112. Those were first- and second-year students who major in 44.03.05 Pedagogical education.
Results and discussion. The results were evaluated based on a survey, expert assessments, and observation. The identified effective methods, technologies, and teaching tools ensure high-quality organization of the educational process.
Conclusion. It is concluded that the specificity of practice-oriented student learning lies in the shift of emphasis from theoretical knowledge transfer to the formation of real professional experience through the direct solution of practical tasks. Theoretical knowledge is the basis, but the main part of the training is based on their application. Students do not just assimilate information, but learn to use it in professional cases.