THE ROLE OF PRACTICE AS A KEY STAGE IN FORMING THE PROFESSIONALISM OF FUTURE TEACHERS

Abstract

The article attempts to reveal the place of practice, its role and significance for the training of future teachers (teachers of ZDO, teachers of primary grades of ZZSO). It is shown that the problem of forming the professionalism of future teachers is becoming particularly acute, since the gap between the theoretical base obtained in a higher education institution and the realities of professional practical activity can become a critical factor that will lead to a number of negative phenomena, such as: professional burnout of young specialists or their withdrawal from the profession, etc. It is emphasized that practice and its types: (educational (pedagogical), educational (psychological and pedagogical), production practice in early age groups, educational practice "Learning through play", production practice in preschool age groups of future educators and educational (psychological and pedagogical), organizational and educational practice in children's health and recreation institutions and out-of-school institutions, educational pedagogical (methodological) practice, production pedagogical practice for future primary school teachers act as the integrating component within which the conversion of knowledge into professional skills, testing of innovative methods and the formation of the professional identity of the future teacher takes place. The authors have highlighted the professional functions of practice, namely: combining theory and practice, bridging the gap between academic training and real challenges of the educational process; the formation of digital competencies, since modern technologies are becoming tools that help future teachers work in an educational institution; practice should be interpreted as the main element of professional growth, part of which is the development of a reflective position. In addition, the authors emphasize that practice ensures the socialization of future educators, future primary school teachers in the teaching staff. Practice, according to the authors, is not just one of the stages of training, but a system-forming factor in the formation of the professionalism of future teachers, provides a synergy of cognitive (knowledge), operational (skills) and personal (values) components of the training of higher education applicants, preparing them for work in the dynamic educational space of democratic and independent Ukraine. Promising are studies of the interaction of theory and practice in conditions of full-scale war in terms of adapting the educational process of ZDO and ZZSO to new challenges and maintaining the quality of training of future teachers.