Introduction of practice-oriented learning in the training of future teachers

Abstract

Relevance. The relevance of the study is conditioned by the modernisation of the modern higher education system, specifically, by the need to apply effective teaching methods for training polyfunctional pedagogical specialists. Purpose. The purpose of this study was to find best methods and techniques of training future teachers in the context of forming their interest in learning and mastering practical skills in the context of modern requirements to a pedagogical specialist. Methodology. The conceptual framework of the theoretical and methodological approach to the research problem was a qualitative combination of the methods of content analysis, synthesis, and deduction, as well as the methods of experimental learning, observation, and comparative analysis. Results. The analysis of theoretical foundations on the research topic showed that practice-oriented learning is based on the principles that emphasise the practical application of knowledge, development of skills and competences necessary for successful professional activity of a specialist. The analysed modern scientific works allowed highlighting the relevant problems of the introducing practice-oriented learning in higher education, which contributed to the development and implementation of the concept of increasing the interest of future teachers in mastering professional skills in the educational process. The conducted pedagogical experiment revealed substantial differences in the use of conventional teaching methods and the selected strategy in the context of development of students� professional competences. Conclusions. It was empirically established that practice-oriented forms of class organisation allow creating conditions for active learning activities of students, which also affects their adaptation to the performance of professional tasks and motivation to the implementation of pedagogical activity in general. The value of the obtained research results lies in the developed approach of integrating the case study method into the educational programme, which allows optimising the implementation of practice-oriented learning for students of pedagogical specialities. Keywords: higher education; case study; pedagogical skills; professional competences; motivation; learning activity