DEVELOPING PROFESSIONAL COMPETENCIES OF FUTURE PRIMARY SCHOOL TEACHERS DURING SCHOOL PRACTICE

Olga A. Makarova¹, Elena V. Maltseva²*, Natalia A. Biryukova³,  
Nadezhda D. Glizerina⁴, Larisa V. Basova^5
1 Assoc. Prof., Faculty of General and Vocational Education, Mari State University, RUSSIA
omakarova53@rambler.ru
² Assoc. Prof., Faculty of General and Vocational Education, Mari State University, RUSSIA
elena686809@mail.ru
³ Assoc. Prof., Faculty of General and Vocational Education, Mari State University, RUSSIA
biryukova316@gmail.com
⁴ Assoc. Prof., Faculty of General and Vocational Education, Mari State University, RUSSIA
glizerina77@gmail.com
⁵ Assoc. Prof., Faculty of General and Vocational Education, Mari State University, RUSSIA
lvbasova75@gmail.com  
*Corresponding author

Abstract

Contemporary conditions of the Russian school education require the teacher’s transition to the position of an active subject of professional and personal self-development. It is possible through accumulation and enrichment of personal experience of pedagogical activities. The article reveals theoretical questions and describes the examples of organization of future primary school teachers’ school practice based on the competence approach. During the practice, the future teacher not only acquires initial professional experience, but he develops personal and professional position, gets experience in solving pedagogical situations and problems. During school practice the student not only repeats and summarizes theoretical knowledge, but also develops his / her pedagogical thinking and creative abilities. The organization of school practice is individually-oriented, each student receives some tasks that he will deal with during the practice. Performing such tasks independently requires careful work with the literature, self-analyzing the activities, observations of pupils in class. 

The authors analyze the means that contribute to improving the effectiveness of students’ school practice: the use of interactive technologies, the introduction of assessment maps, the creation of a practice portfolio. The results of the studying the level of the 3rd year students’ professional competences are discussed. A new form of practice final exam, including 3 types of tasks of different complexity (reproductive, applied, developmental) is presented.

Keywords: Competence Approach, Criteria, Portfolio, Modeling, School Practice