Keyword: «practical training of teachers»

The relevance of the study is due to the contradiction between the established model of professional training of teaching staff, where theoretical learning dominates, and the need of the modern education system for teachers who have not only the necessary combination of professional competences, but also professional subjectivity, as well as the readiness to work in a constantly changing educational environment. In these conditions, the format of "outdoor learning" acquires special significance, requiring scientific understanding and elaboration. The aim of this article is to substantiate the significance of the "outdoor learning" format for the practical training of teaching staff through the analysis of the characteristics of its perception by graduate students. The leading methods for the study were: interviews with graduate students in pedagogical studies who underwent practical immersion in the format of outdoor learning, and thematic analysis of the interview transcripts. The study obtained results that allow: to systematize the subjective assessments of the participants concerning the impact of the "outdoor learning" format on their practical training and professional development; to identify the relationship between the degree of their engagement in practice and professional socialization; to substantiate that "outdoor learning" is not an addition, but an independent format of teacher training that promotes the development of professional agency. The theoretical significance of the study lies in clarification of the content of the "outdoor learning" format in the context of students' professional development and its influence on the development of practice-oriented teacher training programs at the university. The practical significance lies in justification for the inclusion of immersion practice based on "outdoor learning" with elements of continuous mentoring in teacher training programs for graduate students.