EDUCATIONAL PRACTICE IS A MEANS OF FORMING PROFESSIONAL COMPETENCIES OF STUDENTS

Abstract

The interrelation of theory and practice in education arose in the mid-80s of the twentieth century in connection with socio-economic changes in society and has become one of the most important positions in the field of pedagogy and formed the basis of research by a number of scientists.

The conceptual foundations of the relationship between theory and practice were formulated in the didactic schools of M.N.Skatkin, I.Ya.Lerner and V.V.Kraevsky, scientists and teachers put forward ideas of creative activity of students who are close to the competence of education. This idea today lies at the heart of competency-based approaches in education and is implemented through educational practices. A distinctive feature of the competence approach from knowledge, skills and abilities is that they manifest themselves through activity as a result of education. In educational practice, students, along with the acquisition of theoretical knowledge, skills, and abilities, can holistically model educational situations based on the assimilation and implementation of activities that are adequate in the way of organizing the study of program materials for the qualitative performance of their professional tasks. This, in turn, teaches students to creatively apply the acquired knowledge independently.

In educational practice, students, along with acquiring theoretical knowledge, skills, and abilities, can holistically model educational situations based on the assimilation and implementation of activities adequate to the ways of organizing the study of program materials for the qualitative performance of their professional tasks. This, in turn, teaches students to creatively apply their knowledge independently.

In the modern educational process at the university, educational practice as a single part of the pedagogical process ensures the unity of theoretical and practical training of future teachers. Educational practice in geography in pedagogical universities is an integral part of the educational program. Educational practice is the only way to implement an activity-based approach in the learning process with the linking of theory and practice. Because a theory that is not supported or proven by practice cannot correctly answer any questions and lose its main meaning, and a practice that does not have a theoretical basis cannot be effective and purposeful. During the training practice, the student determines the right choice of profession, the level of compatibility of his personal abilities with the future profession, since his professional activity is improved during the practice. Therefore, the education system is faced with the question of the formation of professional competencies of future teachers through the implementation of a practice-oriented approach to learning. The practical readiness of future teachers for pedagogical activity presupposes the formation of pedagogical competencies necessary for solving pedagogical tasks in the process of educational work. The article considers the formation of professional competence of students through educational practice in geography in the context of the activity approach.