Дуальное обучение в профессиональном педагогическом образовании: опыт реализации и перспективы

Abstract

Abstract. We consider issue of methodological support for dual training in teaching academic disciplines of the professional cycle while training future teachers. We define dual training in teacher education as an organizational and content system of professional and social and cultural interaction of educational institutions, creating conditions for the practice-oriented formation of the personality and professional competencies of future teachers, is given. The experience of introducing dual training in a pedagogical college is analyzed within the framework of professional training in specialties 44.02.02 “Teaching in primary grades” and 44.02.05 “Correctional pedagogy in primary education”. Students' ideas about the role of dual education in professional training have been studied, the most effective forms of interaction between students and practicing teachers have been identified, as well as the main difficulties in the implementation of dual education. The study shows a high level of motivation for future teachers to implement dual education and its promise as a form of organizing the educational process. Using the example of the interdisciplinary course “Theoretical and Methodological Foundations of the Class Teacher’s Activities”, we determine the principles for the development and implementation of dual learning mechanisms, show specific methodological methods for implementing dual learning through a system of practical classes, classroom teaching practice, independent study work, and final certification of students, and the main forms of interaction with school teachers in the educational process.