Abstract:

Today, society needs competent, competitive, professional youth who are capable of independent choice of fields of activity, are able to quickly adapt in unstable conditions, strive for self-realization and self-regulation. The processes of globalization and European integration impose more complex requirements on the activities of a teacher, primarily in the field of constructing educational information using the latest teaching aids, organizing its presentation. Practically oriented training of students – future teachers has significant reserves. One of the most acute problems, accordingly, is a fundamentally different organization of pedagogical practices, without which it is impossible to implement modern tasks of modernization of education.

The task of forming professional competencies of a future teacher cannot be solved only within the walls of a pedagogical higher education institution and by the forces of university teachers alone. Preschool and school, as the main customers of the new teacher, must inevitably involve the student in the process of professional training.

Today, in higher pedagogical education, innovations are widely used, aimed at adapting to individual requests and needs of applicants, personalizing the educational process. There is a shift in emphasis on the procedural-activity from the procedural-descriptive nature of learning, which is based on interpersonal communication of students, an interactive basis, the formation of the ability to work in a team, and the establishment of emotional contact.

It is the practice-oriented training of future teachers in higher education that contributes to the improvement of the necessary professional skills and abilities of students, mobility, development of a culture of pedagogical interaction, intuition and pedagogical erudition, mastering the experience of practical activity, creativity and improvisation, the ability to effective communication, pedagogical optimism and reflection, constructive cooperation, the formation of readiness for constant personal development and professional self-improvement, the application of organizational forms, methods and means of teaching, modern educational technologies in the real conditions of an educational institution.

Therefore, the quality of higher education and its practice-oriented component in higher education is a complex category, which to a certain extent reflects the professionalism of teachers, educational standards, modern teaching aids and educational technologies, and the effectiveness of management.

Keywords: practice-oriented training, future teachers, higher education, pedagogical practice, quality of higher education.

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