Keyword: «educational practice»

The article is devoted to issues, relating to the organization and conduct of educational practice in the preparation of bachelors-shipbuilders. The features of this practice are described.

The requirements for the training of vocational education teachers are increasing every year. To date, the role of the implementation of modern pedagogical technologies in higher pedagogical educational institutions has increased. Technological competence has become an integral part of teacher training. One of the best ways to form technological competence is practice, since the formation of a vocational education teacher occurs only in activities, during the implementation of certain operations by students. The relevance of the article is due to the need to form technological competence among students of a pedagogical university to satisfy the needs of the state and society in highly qualified specialists. The purpose of the article is to establish a system for the formation of technological competence of a teacher of vocational training at a university during educational practice. In the process of internships, students analyze classes in vocational educational organizations, study educational and design activities in vocational educational organizations, study and implement personality-oriented and vocationally-oriented teaching technologies and techniques, highlight the problems of vocational education in the field of vocational, social – educational, training and production activities. As a methodological basis for working towards the formation of technological competence, the concept of professional formation of the personality is used, according to which the core of professional formation is the development of the personality in the process of training, mastering the profession and performing professional activities. The study is based on such theoretical and methodological approaches as: systemic, personality-oriented and activity-based approaches. In the course of our work, we established a system for the formation of the technological competence of a teacher and determined that practice is one of the most significant components of the professional training of any specialist. It allows the student to put into practice the existing knowledge and experience in professional activities.

The article discusses the problem of using the legal clinics funds in the process of implementing training and internship practice programs for future lawyers. The authors turn to the provisions of the competence-based approach as a methodological basis for understanding practical work. The educational function of a legal clinic is emphasized in the context of scientific understanding of the practical work category. The results of the experimental study are presented in the form of positive dynamics in the formation of practical skills among law majors.

The training of highly qualified specialists has always been a priority for higher education. In modern conditions, university graduates should have a wide range of professional competences. The acquisition of professional competences by students should not be limited to classroom studies at the university. It should include an independent study of disciplines to obtain deeper knowledge, independent search for information and analysis of the material found, a creative approach to solving tasks, issues of time organization and interest in professional growth. The correct organization of independent work of students (IWS) by teachers of higher education requires the creation of pedagogical conditions by the university. For the organization of IWS, the use of distance learning technologies (DLT) is no longer an innovation and the effectiveness of DLT use in various areas of the university practice has been studied for a long time. At the moment, the use of DLT to organize IWS during practical training is an urgent task. The federal state standard (FSS) 3 ++ requires that, according to the results of educational practice, the student must obtain certain skills and competences, and the time for practice is limited. The purpose of this article is to identify and systematize pedagogical conditions for organizing students' independent work with the use of distance learning technologies to increase the effectiveness of practical training. Research Methods: theoretical analysis of the organization of students' independent work with the use of distance educational technologies; diagnostic methods (observation, conversation, questioning, and analysis). Based on the analysis of the literature and the reflection of their own experience, the authors obtained the following results: pedagogical conditions for the effective organization of independent work of students specializing in the area of training 11.03.02 "Information and communication technologies and communication systems" (ITCS) during practical training have been identified and characterized. Measures have also been developed for the implementation of the considered pedagogical conditions. The theoretical significance of the study is due to examination of the pedagogical conditions for the organization of IWS using DLT. The practical significance of the study consists of the research materials which can be used in the organization of educational practice of students specializing in the area 11.03.02 ITCS. The worked out recommendation promotes the targeted development of the three main components of the teacher’s readiness (the head of the educational practice) for the organization of IWS with the use of DLT during educational practice: motivational, methodological and technological, and also makes it possible to use this experience for the organization of IWS using DLT during practical training of students specializing in other areas. The novelty of the work is the justification of pedagogical conditions under which the use of DLT in the organization of students' independent work during the practical training allows us to increase the efficiency of acquiring the necessary competences due to the clarity, accessibility and systematic presentation of the necessary material, succession of individual tasks, and teaching students to use their time efficiently.

The article reveals the cultural, historical and pedagogical reasons for the emergence of a new form of teacher training in female gymnasiums in the period under study – an additional peda-gogical class; the structure, content, forms, methods of training are analyzed. The importance of pedagogical classes for the social status of girls, the assertion of a position independent of men in society is shown. The possibility of using the valuable experience of these classes in the activities of modern specialized pedagogical classes is shown.