FORMATION OF GENERAL COMPETENCIES OF HIGHER EDUCATION APPLICANTS IN THE PROCESS OF EDUCATIONAL PEDAGOGICAL PRACTICE

Abstract

The article examines the influence of educational pedagogical practice on the formation of general competencies of higher education applicants in the specialties «Secondary education (Technologies)», «Professional education (by specialization)». The general competencies of the indicated specialties are analyzed, namely: the ability to communicate in the state language both orally and in writing; the ability to make informed decisions; skills in using information and communication technologies; the ability to learn and master modern knowledge; appreciation and respect for diversity and multiculturalism and their component skills. The role of educational pedagogical practice in the formation of future teachers as professionally competent specialists and harmoniously developed personalities is determined. The relevance of the research problem is due to the need to provide higher education students with fundamental theoretical and practical training in the process of educational pedagogical practice, which contributes to the formation of general competencies in performing professional tasks and responsibilities of a scientific and research nature in the field of education and ensures the training of competitive, highly qualified specialists in relevant specializations.

The purpose of the article is to study the influence of educational pedagogical practice on the formation of general competencies of higher education students in the specialties «Secondary education (Technologies)» and «Vocational education (by specialization)».

Methodology of work: systematic theoretical analysis of scientific, legislative, regulatory, educational and methodological literature and publications; generalization of the results of observations and own practical experience of managing educational pedagogical practice.

Scientific novelty: Information on the influence of educational pedagogical practice on the formation of general competencies in higher education applicants has been clarified and generalized.

Conclusion. Thus, educational pedagogical practice not only consolidates the theoretical knowledge acquired during training and contributes to the formation of practical skills, but also develops general competencies that are necessary for future professional activity and harmonious development of the personality. We consider practice as a practical stage of the formation of a future teacher, and therefore it is during practice that the applicant can understand his expectations and compare them with his capabilities in order to make qualitative changes in his training in time.