Abstract

Relevance. The article theoretically and innovative substantiates the need to strengthen the practical component in the process of professional training of the future teachers of Hryhorii Skovoroda University in Pereiaslav; the features of pedagogical practice organization are covered; the attention is paid to the importance and consistency of pedagogical practices; the advantages and disadvantages in organization and carrying out of the educational practice in secondary educational institutions are identified; the role of methodical and practical training support by the executives of pedagogical practice is revealed.

Purpose. Purpose of the article is to investigate and test the effectiveness of the future teacher’s competent professional practical training in the course of educational-productive practice in secondary schools. To substantiate the possibilities of organizing pedagogical practice through building of an individual trajectory for the development of a future teacher.

Methodology. Used for research methods theoretical: analysis, generalization, comparison; empirical: observation, studying of the products of students’ activity, questionnaires, conversations, interviews, discussion, testing, pedagogical prognostication, pedagogical experiment for revealing the results of experimental work; methods of mathematical statistics.

Results. The findings reveal that structured pedagogical practices contribute significantly to the professional growth of future teachers, enhancing their motivational, value-oriented, practical, communicative, and creative competencies. The study confirms that a well-organized practice setting supports the theoretical knowledge with practical skills, facilitating a deeper understanding and application of educational concepts.

Conclusions. The study concludes that pedagogical practices are crucial for the holistic development of future teachers, enabling them to apply theoretical knowledge practically and creatively in educational settings. The structured approach used in organizing these practices ensures the effective development of necessary professional competencies, affirming the relevance of practical training in teacher education programs.

Keywords: trainee student; classroom leader; subject teacher; the institution of higher education; professional self-determination

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