A study of the experience of organizing practical training of future teachers in pedagogical universities

Introduction

Strengthening the practical orientation of future teacher training programs has traditionally been a priority direction for modernizing the system of higher pedagogical education. The relevance of this direction is currently also due to the regulatory approval of the concept of "practical training," which includes not only internships and is one of the key elements of pedagogical educational programs. The following factors determine the transformation of the practical component of pedagogical education:

• A practice-oriented approach to teacher training focuses the learning process on developing specific practical skills for solving professional tasks.
• Modern conditions define new principles for program design, creating the need to align the content of training and educational outcomes with the current requirements of educational reality.
• The renewal of university infrastructure creates a modern environment for organizing practical training.

In this regard, the goal of the research presented here was to determine the perceptions of management, university faculty, students, and employer representatives regarding existing and prospective forms of practical training for future teachers.

The research hypothesis is based on the following interconnected assumptions: the current forms of practical training in pedagogical universities align with the concept of pedagogical education development in the Russian Federation; the perceptions of the most in-demand forms of practical training for future teachers differ among various stakeholders; and these perceptions can serve as a foundation for developing conceptual frameworks and promising directions for practical training of future teachers in pedagogical universities.

Pedagogical education has undergone profound changes in recent years in accordance with state requirements and the demands of educational practice. It is worth noting the Comprehensive Project for Modernizing Pedagogical Education in the Russian Federation (2014–2017), which aimed to develop new approaches to modular design of core professional educational programs for teacher training based on activity-based and practice-oriented approaches. This project emphasizes the need to foster professional competencies in students that align with current professional demands. Within this approach, the creation of a new model of cooperation between universities and schools becomes important, highlighting the significance of practical experience in real educational settings (Margolis, Safronova, 2018). Today's agenda provides new impetus for the development of pedagogical education. The Concept for Teacher Training until 2030, approved by the Government of the Russian Federation, aims to establish unified approaches to designing educational programs focused on developing the practical readiness of future teachers (Basyuk, 2022; Lubsky, 2022).

In accordance with the regulating normative document, the understanding of practical training is presented as «a form of organizing educational activities during the mastering of an educational program under conditions where students perform certain types of work related to their future professional activity and aimed at forming, consolidating, and developing practical skills and competencies in the profile of the corresponding educational program»[1].

It is important to note that practical training and internship (or "practice" in the Russian context) are not identical concepts, despite the similarity of their characteristics. In accordance with the Federal Law "On Education in the Russian Federation," practical training is "a form of organizing educational activities...", while internship is defined as a component of the educational program[2]. Thus, the design of practical training is possible both during an internship and within the framework of disciplines (modules), specifically in the part of performing tasks for mastering practical skills of future professional activity.

The competency-based approach in education focuses the learning process on the formation of specific practical skills for solving professional problems (Khutorskoy, 2017). Researchers' attention is directed towards studying the features and defining the main guidelines for developing program content, and proposing forms for implementing practical training. These works aim to identify the essence of the phenomenon of "practical training" (Elizarova et al., 2024; Vishnyakova, 1999), define the key characteristics of the process (Kopyeva, Pityukova, 2012), determine methodological approaches to implementing practical training (Platonova, Neverkovich, Parfenov, 2016), develop content in accordance with current requirements, including the development of modern models of practical training (Frolova, 2020; Zemlyanskaya, Bezborodova, 2021), organizational and technological features of implementing pedagogical practice (Sharipova, 2013), and define strategic directions in the development of practical training in pedagogical education (Makarova, Chernenko, 2020; Kostyunina, 2016). An important component of the learning process is the assessment of practical training results. Today, the procedure of a demonstration exam is actively used in the practice of pedagogical universities as a modern tool for assessing the readiness of graduates of pedagogical fields of study for professional activity in conditions close to real ones (Voevodskaya, 2025; Svetonosova, 2025).

Research by B. Radulovic, M. Dzinovic, G. Miscevic (Radulovic, Dzinovic, Miscevic, 2024), Caslav Stoiljkovic, T. Kompirovic, D. Popovic (Stoiljkovic, Kompirovic, Popovic, 2024), and I. Corbacho-Cuello & A. Munoz-Losa (Corbacho-Cuello, Munoz-Losa, 2025) also highlights the importance of practical training for teachers in solving professional tasks. Studies aimed at finding effective pedagogical strategies for the practical preparation of future teachers convincingly demonstrate the significance of using practice-oriented teaching tools (Mansfield, 2022; Altun, Kuduz, Akkan, 2025). It is worth noting that foreign scholars’ research is also directed towards identifying modern approaches to implementing practical training for future educators and forming professional readiness for real educational practice (De Smet Cindy, 2024; Kotulakova, 2024; Wheeler, Oyewola, Longhurst, 2025; Birot-Gautron, Kohout, Deyrich, 2025; von Hagen et al., 2025), including the use of digital platforms and VR technologies (Cujdíkova, Vankus, 2023; Yeflach-Wishkerman, 2024; Long, Zhang, Zeng, 2025).

Within the scope of this study, following a number of scholars (Elizarova et al., 2024; Zemlyanskaya, Bezborodova, 2021; Frolova, 2020; Guruzhapov, 2017; Baiborodova, 2015), the practical training of future teachers is considered a key component of teacher training programs, shaping their readiness for independent professional practice in contemporary conditions.

Despite the active research by scholars into the practical training of future educators, the opinions of university administrators and faculty, students, and employers, who are involved in assessing graduates' readiness for pedagogical work, remain insufficiently explored. In this regard, analyzing the opinions of educational process participants on the forms, content, and outcomes of practical training is crucial for enhancing the quality of teacher education.

Materials and methods

In the logic of a practice-oriented approach to the training of pedagogical personnel, the theoretical basis of the work was formed by the works of V.A. Baiborodova (Baiborodova, 2015), S.G. Guruzhapov (Guruzhapov, 2017), S.G. Kopyeva, V.Yu. Pityukov (Kopyeva, Pityukov, 2012), E.R. Sharipova (Sharipova, 2013), and others.

To develop the theoretical framework of the study, an analysis of publications on research problems, regulatory legal documents regulating the process of practical training in higher education institutions was conducted.

To analyze the experience of implementing practical training for future teachers based on the aforementioned research positions, a questionnaire was developed for surveying 4 groups of participants in the educational process: university management, faculty, students, and employer representatives (see Appendix 1).

The questionnaire included questions aimed at studying perceptions of the forms of organizing practical training for future teachers, the specifics of implementing practical training in universities, including identifying key and promising forms of organization, assessment, and mechanisms for organizing interaction in the process of practical training. Data collection was carried out from June 5, 2025, to June 23, 2025. The study participants were higher education organizations subordinate to the Ministry of Education of Russia, training students in educational programs of UGSN 44.00.00 "Education and Pedagogical Sciences," and partner organizations involved in socio-educational interaction. A total of 1198 people from 5 federal districts participated in the survey:

University management (vice-rectors, deans, heads of departments, heads of educational and methodological units) – 180 people (15%),

University faculty (teachers implementing the content of training within the framework of practical training for future teachers) – 348 people (29%),

University students (3rd-5th year students of pedagogical universities studying pedagogical bachelor's degree programs) – 444 people (37%),

Employer representatives (pedagogical staff of educational organizations participating in the implementation of pedagogical bachelor's degree programs) – 226 people (19%).

The research sample, stratified with cluster selection, is representative, with a margin of error of 3.5% and a confidence interval of 98%. The study was implemented on the principles of anonymity and voluntariness, with participants recruited based on their willingness to participate.

Based on the information obtained from the survey, descriptive statistics methods were used to analyze data on the features of practical training organization in pedagogical universities for each category of study participants and for each section of the questionnaire.

Results

Within the framework of this study, an investigation was conducted to identify both current and prospective forms of organizing practical training for students of pedagogical universities. During the theoretical analysis, key structural-content and administrative-managerial aspects of organizing practical training were identified. These aspects characterize the process of practical training for future teachers from the perspectives of content design and implementation. They reflect the features of practical training in universities and the ongoing changes driven by current demands of educational practice and existing regulatory documents.

To examine existing practices of organizing practical training for future teachers, a questionnaire was developed for four groups of educational process participants: university administrators, faculty members, students, and employer representatives (see Appendix 1). The summarized results of the analysis of information obtained during the study are presented in Table.

Table. Results of the analysis of the information received on the organization of practical training for future teachers at pedagogical universities

The survey results illustrate the organization of practical training from the perspectives of The survey results demonstrate the organization of practical training from the perspectives of various participants in the educational process. It should be noted that the opinions of university representatives reflect official approaches to the implementation of the educational process. The responses of students and employers, who are the focus of pedagogical education, provide an opportunity to gain a holistic understanding of the practical training process and to comprehend the expectations from learning outcomes. The analysis of the survey materials revealed that all participants in the study are united in their understanding of the content of practical training for future teachers, and unanimously emphasize the importance of this component in shaping the professional readiness of graduating teachers for independent work.

The research identified that the main forms of organizing practical training are internships and the organization of practical classes and workshops based at general education organizations and university sites. This format implies close collaboration with experienced mentors, providing students with opportunities for independent planning and conducting classes and events, which contributes to gaining practical experience and developing readiness for real-world practice conditions. Thus, the research confirmed the first tenet of the hypothesis, which states that the forms of practical training established in pedagogical universities align with the Concept for Training Pedagogical Personnel for the Education System of the Russian Federation for the period up to 2030.

The survey results present diverse views on the processes of updating practical training programs. The university administration, possessing an overarching vision of the educational process, provides comprehensive information regarding program adjustments within the university. Faculty members, responsible for their specific program components, are not always involved in content update processes, often functioning as implementers. However, more than half of the survey participants are engaged in the processes of improving educational programs.

The majority of surveyed students and future employers consider practical training sufficient for subsequent pedagogical activity. A smaller portion of responses, highlighting deficiencies, suggests directions for improving teacher training programs.

It should be noted that differences were identified in the assessment of the potential of extracurricular activities in the implementation of practical training for future educators between the management staff and other respondent groups. Students also noted insufficient attention to the application of digital technologies and online platforms in the practical training of future teachers. Students and employer representatives point out insufficient development of skills in preparing school documents, as well as skills for effective interaction with colleagues, students, parents, and administration. Both groups of respondents express interest in increasing the workload of training at educational institutions to gain practical experience.

Thus, the study confirmed the second hypothesis's assumption that perceptions of the most in-demand forms of practical training for future teachers differ among various participants in the educational process. A comprehensive analysis of these opinions allows for a systemic view of the strengths and challenges of current practical training for future teachers and reveals its promising directions.

The suggestion from students and employers to revise the volume of practical training based in general education organizations deserves close attention. It is possible that the current format involves an excessive amount of time spent at the university in conditions that do not always fully reflect the specifics of school work, or perhaps these practices are not always effectively structured to achieve maximum benefit.

Employers' proposals for integrating modern technologies, digital educational platforms, and interactive teaching methods into practical training programs are valuable for increasing the relevance and effectiveness of future educators' preparation.

Therefore, the third assumption of the study's hypothesis, stating that differing perceptions can form the basis for developing conceptual foundations and promising directions for the practical training of future teachers in pedagogical universities, also found its confirmation.

Conclusion

The research yielded the following data:

1. The most common formats for organizing practical training are internships and the organization of practical classes and workshops at educational institutions and university sites, involving close interaction with experienced instructors.
2. An identical understanding of the content of practical training forms was recorded among participants in the educational process, as well as the importance of the practical component in shaping the professional readiness of future teachers.
3. Differences were noted in perceptions of practical training formats, particularly extracurricular activities, and the resources of digital tools, which characterize modern and in-demand approaches to organizing practical student learning.
4. The majority of responding employers and students are satisfied with the results of their practical training.
5. Students and employer representatives equally note a deficit in competencies related to managing school documentation and communication skills with all participants in the educational process. They also suggest reducing the number of internships conducted outside of educational institutions.

Thus, the novelty of the obtained data lies primarily in the conceptual approach to the research, which allows for a systemic view of existing forms and challenges in practical training by correlating the opinions and demands of the main stakeholders involved in the practical training of future teachers, in order to address the tasks of developing pedagogical education. The practical significance of the research lies in the fact that the obtained data can be used by pedagogical education professionals to improve the forms of practical training for future teachers.

Limitations arise from the fact that the study focuses on the experience of organizing practical training for future teachers at pedagogical universities under the jurisdiction of the Russian Ministry of Education. However, the study's sample spans five federal districts, allowing us to identify general trends and specific aspects of practical training for future teachers.

Приложение / Appendix

Приложение A. Форма сбора информации для исследования опыта организации практической подготовки будущих учителей в педагогических вузах. https://doi.org/10.17759/pse.2026000004

Appendix A. A study of the experience of organizing practical training of future teachers in pedagogical universities. https://doi.org/10.17759/pse.2026000004

[1] Order of the Ministry of Education and Science of  Russia and the Ministry of Education of August 5, 2020 No. 885/390 «On the practical training of students» http://publication.pravo.gov.ru/Document/View/0001202009110053?ysclid=melbp39fxv258678294

[2] Federal Law «On Education in the Russian Federation» dated December 29, 2012 No. 273-FZ

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