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

Context and Relevance. The relevance of the study of the practical training of future teachers in the current situation of the modernization of pedagogical education is dictated by the need to understand the opinions of stakeholders in the organization of the process of forming the personality of a teacher ready to carry out pedagogical activity in real working conditions in accordance with the needs of the educational system. The purpose of the study is to obtain and analyze empirical data on the ideas of stakeholders in the educational process about the established and promising forms of practical training of future teachers. The hypothesis of the study lies in the following interrelated assumptions: the forms of practical training established in pedagogical universities correspond to the concept of development of pedagogical education in the Russian Federation; the ideas about the most popular forms of practical training of future teachers differ among different participants and stakeholders; these different ideas can be used as a basis for the development of conceptual foundations and promising directions of practical training of future teachers in pedagogical universities. Methods and Materials. In the course of the work, the following theoretical research methods were used: analysis and systematization of publications in the field of organization of practical training of teachers, analysis of current regulatory and legal documentation; Empirical survey methods (questionnaires) were used among four groups of educational process participants (1,198 people from five federal districts): 180 university management, 348 faculty, 444 students, and 226 employer representatives. The results of the study reflected the perceptions of various educational process participants (management, faculty, students, and employer representatives) regarding the organization of practical training. The study revealed similarities and differences in the understanding of the content of practical training among all survey participants and identified the main forms of organizing practical training for students. The analysis revealed insufficient attention to extracurricular activities in the practical training of future teachers, as well as to the use of digital technologies and online platforms. Based on suggestions for improving practical training from students and employers, the study identified areas for developing the process of developing future teachers' readiness for real-world educational practice. Conclusions. The study revealed the need to improve the content of practical training for future teachers, actively include extracurricular activities in the practical part of the program, strengthen cooperation with educational partner organizations, and expand the range of methods and tools for practical training.

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