Practice oriented approach as a basis for the professional training of future primary school teachers
DOI:
https://doi.org/10.31652/3041-2439-2026-6-14Keywords:
practice-oriented approach, professional training, primary education, professional pre-higher education, professional junior bachelor, bachelorAbstract
The article substantiates the theoretical and methodological foundations of the practice-oriented approach as a conceptual basis for the professional training of future primary school teachers at the levels of professional pre-higher and higher education. In the context of educational reform in Ukraine and the implementation of the «New Ukrainian School» concept, the need to strengthen the practical component of educational and professional programs and ensure the integration of theoretical and practical training of students is emphasized. The regulatory and legal foundations of professional training are clarified in accordance with the Laws of Ukraine «On Education», «On Higher Education», and «On Professional Pre-Higher Education», as well as the current State Standards for Professional Pre-Higher and Higher Education in specialty «Primary Education». The specifics of implementing the practice-oriented approach at the Municipal Institution of Higher Education «Mykhailo Hrushevsky Humanitarian Pedagogical College of Bar» are analyzed. The structure and content of the educational and professional programs for professional junior bachelors and bachelors are highlighted, with particular attention to methodological, psychological-pedagogical, inclusive, digital, and research-oriented disciplines. The system of practical training is outlined, including various types of educational, pedagogical, industrial, and pre-diploma practices, as well as project activities, training sessions, master classes, and cooperation with general secondary education institutions. It is established that the effectiveness of professional training is ensured by the systematic nature of the educational process, the continuity of theoretical and practical components, the introduction of innovative teaching technologies, and partnership interaction with stakeholders. It is proved that the practice-oriented approach contributes to the formation of professional competence, pedagogical reflection, creativity, and readiness of future teachers to work in a modern educational environment.References
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