FEATURES OF FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE NUSH TEACHERS IN THE PROCESS OF PEDAGOGICAL PRACTICE

Abstract

The urgency of the outlined problem lies in the need to rethink the content and organization of pedagogical practice for the formation of professional competence of future teachers in the implementation of the reform of the New Ukrainian School. For the formation of professional competencies of teachers requires an activity approach in the organization of pedagogical education. The aim of the study was to analyze scientific sources on the formation of professional pedagogical competence, identify key competencies of teachers of the New Ukrainian School and outline ways to improve pedagogical practice. The main components of professional competence of future teachers on the basis of the new Professional Standard of Teachers (2020) are highlighted. The concept of development of pedagogical education (2018) provides for a comprehensive reform of the system of pedagogical education, including the structure, content, methods and technologies of teaching, as well as the organization of practical training of future teachers. It is determined that not less than half of the amount of practical training should be devoted to industrial practice with independent performance of professional tasks. It is emphasized that the level of pedagogical freedom of teachers in school (free choice of educational programs, textbooks) complicates the unification of methodological training of students without close cooperation with educational institutions. Before the beginning of practice it is offered to organize a special course on modeling of educational process in the conditions of the New Ukrainian School. The expediency of introduction of pedagogical internship in educational practice as a system of measures to improve the professional competence of teachers is determined. The conclusions state that the professional competence of a teacher is a dynamic concept, its content and structure can change in accordance with the processes taking place in education and society, and pedagogical practice plays a key role in forming professional competence and creates preconditions for further conscious and motivated professional development.