PEDAGOGICAL PRACTICE IN THE SYSTEM OF FORMING PROFESSIONAL READINESS OF FUTURE EDUCATORS

Abstract

Practical training of future pedagogical professionals is not only a stage for assessing the knowledge acquired in higher education institutions, but also a favorable environment for the development of pedagogical professional competence of a modern preschool teacher. Hence, the relevance of exploring the content, forms, and methods of organizing pedagogical practice in the specialty Preschool Education is evident. The purpose of the article is to clarify the content of practical training of students majoring in Preschool Education and to identify and analyze the specific features of organizing pedagogical practice at the Municipal Institution of Higher Education “Lutsk Pedagogical Institute” of the Volyn Regional Council. Practical training of future specialists is considered as a systemically organized process aimed at implementing knowledge, skills, values, and professional guidelines in real conditions of preschool educational institutions. The article analyzes the structure, content, and challenges of practice implementation and reveals its role in shaping the professional readiness of students majoring in Preschool Education. The study highlights the peculiarities of practical training of future preschool teachers in the context of contemporary challenges, the requirements of the New Ukrainian School, and the competency-based approach. Emphasis is placed on the continuity and increasing complexity of pedagogical practice tasks, the integrative approach, real pedagogical interaction with children, mentoring as professional support, and reflexivity. Further research is required to develop tools for diagnosing the readiness of future educators for practical activity in modern preschool institutions.