Lecture
Pedagogical practice is an important stage in the professional training of future pre-school teachers and contributes to the development of their professional skills, which form the basis of pedagogical skills. The purpose of teaching practice is to combine the theoretical training of students with practical skills.
Pedagogical practice of students enrolled in the specialty 0313 - Pre-school education, performs a number of functions: adaptation, teaching, educating, developing, diagnostic. The curriculum provides for four types of pedagogical practices for college students (colleges) of a given specialty: introduction to the specialty, observation and trial practice, summer practice, and pre-diploma practice. Each type of practice has its own goals and objectives.
Introduction to the specialty provides for the formation of students' holistic view of the upbringing and educational complex of a modern pre-school institution and the educator as the main subject of the educational process in the kindergarten; the formation of ideas about the features of pedagogical interaction between the teacher and children; mastering the functions of the activities of the teacher in the groups of early and younger preschool age. The practice is conducted on the 2nd course in the second semester with a duration of 2 weeks.
Supervision and trial practice are aimed at developing students' knowledge about the features of the pedagogical process in groups of preschool age and mastering the functions of the teacher’s activities. Participate in this type of practice, students of 3 and 4 courses (5. 6. 7 semesters), the duration of 7 weeks.
During the summer practice, students become familiar with the peculiarities of the work of the kindergarten in the summer-wellness period and master the functions of the teacher’s activities. The practice is organized after the summer session on the 3rd course, its duration is 3 weeks.
Pre-diploma practice is the final stage of the future teacher's practical training and is held at the graduation course in accordance with the curriculum in the 8th semester. Students who have successfully completed all previous types of teaching practice are admitted to it. The purpose of this type of practice is to master the initial professional experience, master the multifunctional activity of the educator and form an individual style of professional pedagogical activity, the duration of the practice is 4 weeks.
The organization of the practice involves the distribution of students in subgroups (6-8 people) in one preschool institution (2 students per group).
The teacher-methodologist together with the head of the kindergarten, the methodologist of the kindergarten and the tutor-mentor of the group supervises the practice.
The work of a teacher-methodologist should go in two directions:
• preparation of the methodologist and students for practice;
• guidance of students in preschool.
In preparing for the practice, the methodologist is obliged to draw up a plan in the manager’s diary, which will help him to more clearly organize the work of the students as a whole and individually. The plan indicates the date of work, its content. The methodologist’s working day should begin with a detour of the groups in which the teaching practice is conducted. Bypassing the group, the methodologist looks at what the students are busy about, checks their readiness for practice and documentation.
The next stage: monitoring the work of students. The task of the methodologist is to teach students the techniques and methods of work, the ability to analyze their pedagogical activity, the peculiarities of the development of children, to master the ways and tactics of communication. In the process of practice you need to introduce students to the scientific search. This task is solved through the implementation of educational research tasks in the subjects and the implementation of coursework, theses.
At the end of the working day, the methodologist organizes the analysis and self-analysis of students' work. The working day ends with the homework procedure for students and consultation.
Thus, the methodologist’s working day is structured as follows: bypassing groups, checking students 'preparation for work, observing work, analyzing students' work, homework, consulting.
A teacher at a college methodologist not only manages the activities of students in practice, but also provides methodological assistance to the basic educational institution: it consults for educators, takes part in their attestation, participates in the work of pedagogical councils and conferences, and can be the head of the experimental platform.
The main components of a student's assessment for practice are:
• implementation of the practice plan;
• attitude to teaching practice (discipline, correctness, diligence, independence, a creative approach to work, level of preparation for practice, etc.);
• marks for completing assignments;
• the ability to carry out experimental research;
• general cultural level of the student.
Thus, it is pedagogical practice that is the decisive component that can not only realistically assess the knowledge, skills and abilities of psycho-pedagogical disciplines and private methods obtained by a student theoretically, but also reveal his actual inclination towards pedagogical activity.
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Pedagogy and didactics
Terms: Pedagogy and didactics