Abstract
The aim of the article is to determine efficient educational technologies providing the formation of prospective teachers’ professional competencies during their practical training at school. In the conditions of implementing competence approach into the system of teacher training the issues of prospective teachers’ personality, their teaching skills, and the problem of undergraduates’ professional self-determination are of great importance. The article presents the results of the research where much attention is given to assessment of students’ professional activities and the criteria of this assessment. The research included comparing the results of the students’ self-evaluation and the experts’ evaluation of the students’ competence development level. Students’ practical training at school reveals some problems that can be eliminated by using competency-based methods and technologies. The process of students’ practical training at school presupposes proper planning of the activities, analyzing competencies formation, monitoring students’ learning achievements. The content of the article can be used by school teachers, moderators, university professors supervising students’ practical training at school.
Highlights
At the present stage of the development of teacher training school practice is the most important part of the educational process in the system of higher education, which is necessary for forming prospective teachers’ professional competencies, their gaining experience in teaching, developing the traits of their character which are essential for working as teachers
The documents regulating professional activities of modern teachers nowadays (Federal law dated by 29.12.2012 No 273-FL “About education in the Russian Federation”, National doctrine of education in the Russian Federation till the year 2025, “Teacher’s professional standard”) name teachers’ readiness for changes, their mobility, responsibility and independence in making decisions as the main characteristics and requirements for the professional activities of teachers
Analyzing the experience in organizing practical training in the system of teacher training, we can come to the conclusion that historically three models of organizing pedagogical practice have developed: concurrent model, consecutive model and mixed model
Summary
At the present stage of the development of teacher training school practice is the most important part of the educational process in the system of higher education, which is necessary for forming prospective teachers’ professional competencies, their gaining experience in teaching, developing the traits of their character which are essential for working as teachers. The process of forming special competencies presupposes making students active participants of professional and personal self-development by gaining experience in the field of education. All this implies altering all the components of the teachers training programme and making them competence and personal-oriented. A. Mukhina and others deal with working out theoretical and methodological basis for teachers’ training, that is supposed to make them highly-qualified professionals
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