Practical training for future teachers of vocational training
The article deals with the concepts of “practical activity”, “practical training”, “practice”, and “pedagogical practice”. It is indicated that the experience ofpractical activity acquired by future teachers of vocational training during their university practical training is the main indicator of their readiness to perform professional functions in the real conditions of the professional and pedagogical process. It is noted that changes in the legislation indicate the direction of strengthening the importance of the practical component in the educational process, which generally indicates the intensification of the practical activities of students in the course of university training. The relevance of the study is reflected in the need to find ways to improve approaches to organizing the practical activities of future teachers of vocational training in the context of updated regulations on practical training. In the course of the study, a practice-oriented approach is taken as a basis. The experience of practical activity acquired by future teachers of vocational training during their university practical training is the main indicator of their readiness to perform professional functions in the real conditions of the professional and pedagogical process. In this regard, the task is to update the content of educational programs in accordance with the Federal State Educational Standard of Higher Education of the new generation, by strengthening its practical orientation, while maintaining theoretical significance. The author’s definition of the pedagogical practice of future teachers of vocational training is substituted as a practical activity, in the course of which they acquire professional and pedagogical skills, gain experience, develop abilities, engineering and pedagogical thinking, professional and personal qualities. The ways of effective implementation of the practical training of future teachers of vocational training in the context of improving professional practice, taking into account the updated provisions on practice, are considered. These ways are reflected in the need to adjust the organization of the educational process in terms of educational and non-educational activities of students; in ensuring the construction of an individual practice-oriented trajectory of the student.