EDUCATIONAL AND INDUSTRIAL PRACTICES AS A COMPONENT OF TRAINING A FUTURE BIOLOGY TEACHER FOR PROFESSIONAL ACTIVITIES

• Наталія Казанішена

  Кам’янець-Подільський національний університет імені Івана Огієнка

The article presents a comprehensive analysis of the pedagogical aspects of organizing the practical training of a future biology teacher. On the basis of educational programs, competencies are determined that should be formed in students during educational and industrial practices. Places for each practice are indicated.

The importance of educational field practices in botany and zoology in the system of teacher training is analyzed. Their goals, objectives, organization features are characterized. The competencies that can be formed in students only during field practice have been determined. The connection between educational field practices and the school course in biology is indicated.

Particular attention is paid to the analysis of the content and features of the organization of pedagogical practices. The significance and tasks of educational pedagogical practice are analyzed. The practice is aimed at acquainting students with the system of work of a biology teacher, with the forms and methods of teaching schoolchildren. The role of industrial pedagogical practices in the system of professional training of a future biology teacher is described in detail. The goals, objectives, principles of organization are determined, the content of the work of students is detailed during active industrial teaching practice in an institution of general secondary education. A qualified teacher must respond in a timely manner to current trends in education. Therefore, we focus on the use by students of innovative methods, means, technologies for teaching biology during teaching practice at school. In particular, among the mandatory tasks for students for the period of practice, we define the introduction of project-based teaching in biology, interactive teaching technologies, the use of game learning technologies, the solution of research problems, the introduction of computer learning technologies, the use of the Internet in the educational space, conducting non-standard biology lessons, and the like.

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