PROFESSIONAL TRAINING ENVIRONMENT DURING PEDAGOGICAL PRACTICE AS A CONDITION OF SKILLS ACQUIRING BY TEACHERS-TRAINEES OF NATURAL SCIENCES

Abstract

The article analyzes the models of educational environment represented in psychological and pedagogical research studies. It is stated that in order to acquire professional skills by teacherstrainees a special educational training environment during pedagogical practice should be created. The professional training environment during pedagogical practice is defined as a special set of influences and conditions which provides creation of a variable, indefinite space full of problem situations and opportunities. It helps to launch professional development mechanism, development of new ideas, forming of life perspectives as well as an ability of self-projection. The model of professional training environment comprises the following components: space and subject referenced, social and psycho-didactical. The resources of the space and subject referenced component (distant learning means, electronic libraries, software systems) are the material basis of professional training environment functioning. The social component includes interrelated key subjects of educational process: a professional teacher, a teacher-trainee, a supervisor of pedagogical practice, students. A teacher being an example of professionalism supervises the process and consults a teacher-trainee. A priority of a dialogue in the system of relations of a teacher-trainee and students as well as the role of a supervisor of pedagogical practice in projection and implementation of individual educational trajectory is specified. Psycho-didactic component provides correspondence of education objectives, syllabus and applied methods to physiological characteristics of trainees. Factors which influence the successful implementation of individual educational trajectory of a teacher-trainee are related to the components of professional training environment during pedagogical practice. The ways to enrich the professional training environment with opportunities to meet individual educational needs and intentions of trainees in acquiring their professional skills are discussed. The effectiveness of professional training environment functioning during pedagogical practice is defined according to the level of professional competences formation of teachers-trainees at the after action review and assessment stage.