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Practice-Oriented Teaching in Preparing Future Teachers-Psychologists for Professional Activity
Authors: Gulmira N. Manashova, Larissa A. Shkutina, Natalya V. Mirza, Gulmira B. Beisenbekova, Gulden N. Jabayeva
Number of views: 71
In this article, devoted to the problem of professional training of future teachers-psychologists based on
practice-oriented teaching, the research results, tested during the educational process, are presented. They are as
follows: the essence of the concept "professional competence" of a teacher is specified; based on the analysis of existing
approaches to the study of the structure of professional readiness, personal, intellectual-operational, motivational,
communicative, and reflexive components are determined; the structural and functional model of practice-oriented
teaching of future teachers-psychologists has been developed following the pedagogical features of practice-oriented
teaching and the identified pedagogical conditions, which includes four interrelated blocks: the target, the
methodological, the content-procedural, the learning outcome. The criteria of professional training of future teacherspsychologists on the basis of practice-oriented teaching (personal, intellectual-operational, motivational, communicative,
and reflexive) and levels of readiness are defined: reproductive (low), adaptive (medium), and integrative (high). The
development and consolidation of skills in students is carried out by solving specific tasks of professional activity, during
which students try to explain the procedure for solving a specific professional task and check the actual material in
practice. The practice-oriented content of the educational material allows bringing teaching closer to specific situations of
professional activity, the chosen specialty, to form the life experience of students, thus increasing the level of knowledge
and skills, cognitive interest, and, as a result, to form the level of professional competence of students