Theoretical and Methodological Analysis of Organization of Pedagogical Practice: Native and Foreign Experience

Нечипоренко, Катерина Петрівна and Кипиченко, Наталія Сергіївна (2017) Theoretical and Methodological Analysis of Organization of Pedagogical Practice: Native and Foreign Experience Теоретико-методичні проблеми виховання дітей та учнівської молоді збірник наукових праць (21). pp. 275-286. ISSN 2308-3778

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Abstract

The article deals with the historical and pedagogical analysis of the state of pedagogical practice in Ukrainian higher educational institutions. It was established that pedagogical practice arose in the 70's of the 18th century, since the first attempts to train teachers in gymnasiums, seminaries, special schools and universities. It was found out that in the 60's of the 20th century practical training of students provided such types of pedagogical practice as: socio-pedagogical; summer in the camp for children; educational; production; pedagogical in the workplace of the teacher. The Regulations on the practice of students of higher educational institutions of Ukraine and the curriculum for the preparation of future teachers of elementary school (2010-2011) (Bachelor's Degree) of the Pedagogical Institute of the Borys Grinchenko Kyiv University have been analyzed. Types of pedagogical practice are defined: educational (psychological and pedagogical) (III course); pedagogical (summer) (III course); pedagogical (production) (IV course); pedagogical (industrial) (IV course). A notable measure of Ukraine's implementation of European educational principles is that, according to the curriculum for the training of students of the specialty 013 Primary education, which was approved in 2017 by the Borys Grinchenko Kyiv University, pedagogical practice is conducted throughout all years of the study. According to the curriculum, different types of practices are distinguished, such as: educational (psychological and pedagogical) practice (II course); educational (propadeutic) (II course); educational (educational partnership) (III course); industrial (teaching methodical practice) (III course); practice (person-professional formation) (IV course, throughout the school year). Teachers' professional training in higher educational institutions of Germany is described. It has been established that the teacher training has two stages: university studies (before the First State Examination) and two years of pedagogical practice (for the Second (Final) State Examination). During a three-years university training, a significant part of the study hours is put into practice at school, which organized in two forms: tadespractice and blockpractice. Each future teacher must go through a referendariat before receiving a diploma.

Item Type: Article
Uncontrolled Keywords: pedagogical practice; future teachers of primary school; a new strategy for the preparation of primary school teachers;
Subjects: Articles in journals > Фахові (входять до переліку фахових, затверджений МОН)
Divisions: Institutes > Pedagogical Institute > Кафедра початкової освіти
Depositing User: Олена Іванівна Агоста
Date Deposited: 02 Nov 2017 08:34
Last Modified: 24 Dec 2018 23:07
URI: http://elibrary.kubg.edu.ua/id/eprint/20554

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