Basic research. Modern problems of science and education. Characteristics for a student in internship

Theoretically, the student's description is written by the head of the practice from the enterprise. It is he who must characterize the skills and abilities of the student, acquired during the internship.

However, in most cases the characteristics are written by the students themselves, and the manager only signs it and puts the seal of the organization (even more often the secretary of the enterprise does this).

A sample characteristic can be obtained at your department from the methodologist, or requested from senior students.

So that you do not have to search for a long time, we have attached at the end of the article. Just insert your details and print your document.

Requirements for the registration of student characteristics

Read the basic rules for filling out a review for an intern from a supervisor

The results of the practical training are recorded in the report, which is drawn up by the student. The content of the report is regulated by the university, as are the documents that are attached to it. Therefore, the characteristics of a student-trainee must be drawn up in accordance with all the rules, indicating the necessary information and appropriate registration.

It is preferable to issue a review on the letterhead of the organization where the student was in practice.

Information that must be indicated in the characteristic:

the name of the organization and its details;
mailing address;
e-mail;
contact number;
complete information about the student-trainee: full name, university, faculty and course of study;
the position in which the student underwent an internship;
terms of industrial practice;
responsibilities that were assigned to the trainee;
the signature of the head of the practice;
the seal of the organization.

How to write a testimonial for an internship student

To write a testimonial for a trainee student, you can use our recommendations

When describing the duties that the student performed in practice, one should focus on job description... Example: the student's responsibilities included accounting, inventory, analysis of financial statements, etc.

The level of theoretical training of the student and his ability to apply the acquired knowledge in practice should be assessed.

Example: when executing the instructions of the head during the internship Ivanova I.A. was guided by the knowledge gained in a higher educational institution. The level of theoretical training of the student allows performing job duties at a good professional level.

Then you should reflect the skills acquired by the student in practice. This can be reporting, contracts, etc.

In addition, one of the mandatory attributes of the review is the characteristic of the student's personal qualities. Such qualities as diligence, punctuality, responsibility, learning ability, communication skills, dedication, etc. should be assessed.

In conclusion, the characteristics from the place of internship should indicate the grade that the student deserves for the internship.

Sample student trainee profile

CHARACTERISTIC
This characteristic is given to a student of the Russian State technological university them. K.E. Tsiolkovsky Kovaleva Svetlana Vladimirovna, who underwent pre-graduation practice at LLC "Segment" from May 10, 2012 to May 29, 2012.
During the internship Kovaleva S.V. performed the following duties: got acquainted with the mission and goals of the company, the structure of the enterprise, took part in the work in filling out supply agreements, drawing up reports, studied the rules of a trade visit, the basics of merchandising (the concept of displaying goods on the shelves).
During the internship in LLC "Segment" Kovaleva S.The. showed a good level of theoretical training. She approached all assignments conscientiously and responsibly. She showed her desire to acquire new knowledge.
In general, the work of S.V. Kovaleva. deserves an excellent mark.

Internship Student Profile Template

When compiling the characteristics of the student from the place of practice, the leader should focus on the level of the student's professional preparation for work, as well as indicate the skills and abilities that the trainee received in production. The characteristic, written in accordance with all the rules, will help the head of the university to assess the effectiveness of the student's internship and fairly evaluate it.

Characteristics for a student in internship - sample and template updated: February 15, 2019 by the author: Scientific Articles.Ru

The article deals with the problem of the continuity of the theoretical and practical training of future social teachers for work in a rural society. Theoretical training should organically combine with practice, strengthening each other, because it is very important to give students not only theoretical knowledge, but also to form practical skills. The content of the Main professional educational program of bachelor's degree, implemented in the FSBEI HPE "Chuvash State Pedagogical University them. I. Ya. Yakovlev "in the direction of training 44.03.02 Psychological and pedagogical education and the profile of training" Psychology and social pedagogy ", concerning the organization and conduct of educational and industrial practice. The principles are determined and pedagogical conditions are identified that ensure the continuity of the theoretical and practical training of future social teachers for work in a rural society.

Internship.

educational practice

practice

practical training

theoretical training

1. Albutova I.V. Model of the system of training future teachers for patriotic education of students on the basis of pedagogical practice. // Izvestia RPGU im. A.I. Herzen. - 2009. - No. 98. - P. 68–70.

2. Galaguzova Yu.N. Social pedagogy: Practice through the eyes of teachers and students: a guide for students. / Yu.N. Galaguzova, G.V. Sorvacheva, G.N. Shtinov. - M.: VLADOS, 2001 .-- 224 p.

3. Gorbunova T.V. A practice-oriented approach in preparing future social educators for professional activity// Bulletin of the Chelyabinsk State Pedagogical University. –2010. - No. 7. - P. 93-101.

4. Gorbunova T.V. The essence of the professional activity of a social teacher in a village // Privolzhsky scientific journal. - 2013. - No. 1. - P. 166-169.

5. Gordeeva N.G. Place of industrial practice in the professional training of future linguists-translators / N.G. Gordeeva, L.A. Metelkova // Bulletin of the Chuvash State Pedagogical University. - 2015. - No. 3 (87). - S. 104-109.

Analysis of modern psychological and pedagogical literature has shown that in the issue of professional training of future social teachers, the provision on the dialectical unity of theory and practice has been established. However, work experience shows that this unity can be ensured only if a number of pedagogical conditions are observed when organizing the theoretical and practical training of future social teachers for work in a rural society.

According to the main professional educational program(OBOP) bachelor's degree in the direction of preparation 44.03.02 Psychological and pedagogical education and training profile "Psychology and social pedagogy" future social teachers go through the following educational cycles: humanitarian, social and economic; mathematical and natural science; professional; and sections: physical education; educational and industrial practice; final state certification.

In pedagogical science, there are three stages in the preparation of future teachers: the stage of actualizing the attitude, the stage of training skills and the stage of consolidating skills - in the form of practices. Internship at FSBEI HPE "Chuvash State Pedagogical University named after I. Ya. Yakovlev "(ChSPU named after I. Ya. Yakovlev) is part of OBOP higher vocational education and takes place in the periods according to the curriculum and the schedule of the educational process. Its goal is to form students' professional skills, consolidate and deepen knowledge, improve the competencies acquired in the process of theoretical training.

Practice is a wide field for checking all the theoretical baggage accumulated by students during the period of study, as well as during its implementation there is a deeper understanding of the purpose and functions of a social teacher, verification of the correctness of their own professional ideas and their capabilities, and most importantly - the formation of skills necessary for professional activity in a rural society.

The OBOP section "Educational and industrial practice" is a compulsory type of training, directly focused on the professional and practical training of students. Within the framework of production practice at ChSPU im. I. Ya. Yakovleva provides for summer psychological and pedagogical practice in children's health camps.

Educational practice consists of various types of extracurricular educational and production activities of students and is carried out in the second year (in the 3rd semester, two weeks from December 01 to 14; and in the 4th semester, four weeks from May 25 to June 21), a total of 6 weeks. The main goal of educational practice is to obtain new knowledge in the chosen field and the formation of the first practical skills and abilities associated with the chosen direction of training.

Industrial practice of students of ChSPU im. I. Ya. Yakovlev is carried out in the III and IV courses with a break from studies, the total number is 14 weeks. So, in the third year in the 5th semester - four weeks from November 17 to December 14 and in the 6th semester - four weeks from March 2 to 29. In the 4th year in the 7th semester - for four weeks from September 8 to October 5 and in the 8th semester - from February 2 to 15.

Psychological and pedagogical education has extensive experience in organizing student practices. The issues of carrying out various types of practices are reflected in the works of O.A. Abdullina, A.G. Kovaleva, A.N. Markova, V.A. Slastenin and others. In addition, in modern scientific literature, many issues of organizing the practice of future social teachers are highlighted in the works of Yu.N. Galaguzova, L.G. Guslyakova, G.V. Sovacheva, E.I. Kholostova and others.

Experience as a teacher at the Department of Psychology and social pedagogy shows that practice is a complex form of the educational process in organizational and methodological terms.

The duration of industrial practice from course to course remains, however, their goals, tasks and the amount of work that students must perform during the period of their internship become more complicated, and organizations and institutions where they are held may change.

The selection of institutions and organizations for internship is carried out taking into account many factors, the main of which is the availability of highly qualified specialists who are involved as methodologists. ChGPU im. AND I. Yakovleva has more than 100 contracts with organizations and institutions, which are the bases for the practice.

According to the Regulation on Practice, graduate students have the right to independently choose an organization or institution for internship, in some cases:

In order to collect materials for the final qualifying work;

If there is a contract of employment in this organization or institution;

In case of agreement or signing of an agreement with an organization or institution on the employment of a student after graduation from the university.

Students admitted for targeted admission have the opportunity to undergo internship in senior courses at the place of issue of the direction. Self-determination when choosing places of practice is one of the elements of realizing freedom of choice in the professional training of social teachers.

In the course of organizing and conducting practical training for students, the Department of Psychology and Social Pedagogy is guided by the following basic principles:

Connection of practice with learned theoretical courses;

The educational nature of the practice itself;

Approximation of the conditions for passing the practice to the future place of professional activity.

The implementation of these principles makes it possible to ensure the continuity of the theoretical and practical training of future social teachers for work in a rural society.

In the course of the research, we identified the pedagogical conditions that ensure the continuity of the theoretical and practical training of future social teachers for work in a rural society:

Theoretical and practical training should be systematic;

Theoretical training should be practice-oriented;

For the period of practice, students should be given creative assignments that require reflection and supplementation of existing theoretical knowledge, so that the practice is of an educational nature.

All this will contribute to the development of students' ability to independently analyze, systematize and generalize material, as well as a creative approach to combining theoretical knowledge with practice. Since without this, it is impossible to fulfill the mission of a social teacher - to create conditions for a relatively directed socialization of the individual, despite the emerging spontaneity and disorganization of this process.

Thus, the main task of the university is to train personnel necessary for the socio-economic development of the region and capable of solving professional problems in the new conditions. The task of mastering this OBEP is to prepare highly qualified graduates in the field of social pedagogy, possessing theoretical knowledge and practical skills.

The main goal of this profile is to develop students' personal qualities, in the formation of general cultural, universal and professional competencies in accordance with the requirements of the Federal State Educational Standard of Higher Professional Education in the direction of 44.03.02 Psychological and pedagogical education.

The analysis of the results showed that during the period of internship, the necessary competencies are sufficiently formed among students. In general, students cope with the tasks and submit the reporting documentation in full. Small difficulties appear when performing tasks of a creative nature, but with proper instruction, students show very interesting solutions to a particular socio-pedagogical problem.

A survey of 3rd and 4th year students who had completed practical training at the place of issue of referral to targeted admission showed that they liked how the methodologists and specialists accepted them in educational institutions and accompanied during the entire practice. Students write in their reports that good working conditions have been created for them. The creation of adequate conditions for practice is the key to the successful formation of professional competence in its process, which in the future will help the graduate to carry out professional activities, applying his knowledge, skills and personal experience... Most of all, interns like to work directly with children: to conduct classes, trainings, individual conversations. It is more difficult to establish contact with the parents of the children, as one can feel the parents' distrust of the student-trainee. The organization of work with children at risk and the preparation of reporting documentation cause some difficulties. All students who completed internship at their future place of professional activity received positive characteristics and excellent marks. We believe that in the future it is possible to maintain the trend of passing industrial practice in rural educational institutions, since modern information and communication technologies allow consultations at a distance.

Thus, we have defined the principles and identified the pedagogical conditions that ensure the continuity of the theoretical and practical training of future social teachers for work in a rural society.

Reviewers:

Kharitonov M.G., Doctor of Pedagogical Sciences, Professor, Dean of the Psychological and Pedagogical Faculty, FSBEI HPE "ChGPU im. AND I. Yakovleva ", Cheboksary;

Kovalev V.P., Doctor of Pedagogical Sciences, Professor, Head. Department of Pedagogy and Methods of Primary Education, FSBEI HPE "ChSPU im. AND I. Yakovleva ", Cheboksary.

Bibliographic reference

T.V. Gorbunova CONTINUITY OF THEORETICAL AND PRACTICAL TRAINING OF FUTURE SOCIAL TEACHERS FOR WORK IN THE CONDITIONS OF RURAL SOCIETY // Contemporary problems science and education. - 2015. - No. 6 .;
URL: http://science-education.ru/ru/article/view?id=23496 (date of access: 04/29/2019). We bring to your attention the journals published by the "Academy of Natural Sciences"

In the educational process, the main form of teaching has been and remains the class-lesson system. With the advent of computers and computer information technologies this system can be made more efficient, interesting and practical.

Having created an educational and methodological complex, the work of a teacher is facilitated. The developed educational-methodical complex will help the teacher in presenting the material on the topic, and students can use this educational-methodical complex for independent study, because it contains detailed, systematic and consistent material on the foundations of logic. Also, the educational-methodical complex contains exercises, practical tasks to test the knowledge gained during training.

The educational and methodological complex contains thematic planning, computer presentations, diagrams, outline plans, which are included in the mandatory minimum of the content of education in a secondary vocational educational institution.

Theoretical training creates a certain foundation of knowledge that constitutes the professional outlook of a specialist. Practical training provides training in professional knowledge and skills that encompass the entire professional activity of a specialist. The educational institution must provide the future specialist with this practical training in the course of laboratory and practical work, conducting business games, analyzing and solving production situations, tasks, completing coursework (projects), passing all types of educational industrial practices.

Students must master all the actions (operations) that they have to perform in their professional activities. However, the range of functions of a specialist with a secondary vocational education is broader and more diverse than the range of functions of a worker, and by their nature they are more diverse than the functions of a worker. Therefore, a specialist can work in different positions. Along with the functions of a manipulative nature, performed in strict accordance with the prescriptions (the use of computing, counting equipment, measuring instruments, computational and graphic skills, procedures-manipulations in the work of nurses, etc.), in the implementation of which students must achieve a certain automatism, middle-level specialists it is necessary to solve intellectual problems (analytical, design, constructive, organizational) that require a reasonable choice of the decision to be made from possible options based on the analysis of the initial data and the tasks facing the specialist. Such tasks are often of a complex interdisciplinary nature and require considerable time to solve them. Practically during their studies, students are not able to solve (test solutions) all the problems that they may face in their professional activities, working in different positions. But the selection of the main types of them and teaching their solution on the example of specially designed educational and production tasks that can be performed by students both in production practice and in specially created conditions (analysis of production situations, solving situational problems, business games) are mandatory requirements. to the training of mid-level specialists.

We have to approach the formation of the content of practical training in a somewhat different way. high school... The range of tasks solved by a specialist with higher education, their complexity, the novelty of the statement in each case require, first of all, the development of problematic thinking: the ability to see, understand the problem and find non-standard solutions, using a wide range of knowledge gained in the learning process, as well as be able to independently find, acquire, obtain the necessary information and use it in practical professional activities. Undoubtedly, a specialist with a higher education must also possess the skills of computational, measuring, computational and graphic activities, be able to use algorithms for intellectual activity, but both are in this case a tool for solving problematic problems.

The next indicator of the level of education is the ratio between general scientific, general professional and special training within the framework of theoretical education. General scientific disciplines in the system of higher education occupy a significant place: they are not only the basis for general professional training, but also have independent significance, providing a high level of erudition of specialists, contributing to the mastery of the logic of scientific thinking, a historical view of the development of science, technology, society, and man. It is the high level of general education that ensures the ability of specialists with higher education to solve creative problems in the creation of new technologies and new technology, new methods and new economic plans, contributes to a deeper understanding of the connections between facts, phenomena, events. General scientific training in higher education is at least 40%.

In the system of secondary vocational education, students receive some general scientific knowledge, but, as a rule, these are only the foundations of sciences that have applied value and are integrated with special disciplines, for example: “Basics of geodesy and their application in forestry”, “Geodesy in construction”, "Hydraulics and pumps", "Designs of tasks and structures with static elements", "Fundamentals of electrical engineering and the use of electrical energy in agriculture."

However, in contrast to primary vocational education, the structure of special knowledge in secondary specialized educational institutions is given in an expanded form; academic disciplines characterize different components of labor: the purpose of labor, the subject and material of labor, means of labor, methods of activity, organization of labor and management. A significant proportion of this knowledge is of general professional importance and can be transferred within the professional group from one specialty to another.

The type of organization of the educational process implies the ratio of the volumes of compulsory and elective courses, compulsory classroom and independent extracurricular work, the inclusion of students in educational research and research work, its volume and content; preferable attitude to such organizational forms of training as lectures, seminars, business games. It depends on attitudes towards future professional activities, on the degree of independence of students and their readiness to participate in those organizational forms of training that require a higher level. intellectual development, initiative, activity, personal responsibility when performing collective work.

Consider the organizational forms of training aimed at the practical training of students.

Laboratory lesson is a form of organization of training, when students, on assignment and under the guidance of a teacher, perform one or several laboratory work.

The main didactic goals of laboratory work are experimental confirmation of the studied theoretical positions; experimental verification of formulas, calculations; familiarization with the methods of conducting experiments, research. In the course of work, students develop the ability to observe, compare, compare, analyze, draw conclusions and generalizations, independently conduct research, use various measurement techniques, and draw up the results in the form of tables, diagrams, graphs. At the same time, students develop professional skills and abilities in handling various devices, apparatus, installations and other technical means for conducting experiments. However, the leading didactic goal of laboratory work is to master the technique of experiment, the ability to solve practical problems by setting up an experiment.

In accordance with the didactic goals, the content of laboratory work is also determined:

establishment and study of the properties of a substance, its qualitative characteristics, quantitative dependencies;

- observation and study of phenomena and processes, search for patterns;
- study of the structure and operation of devices, apparatus and other equipment, their testing,
- removal of characteristics;
- experimental verification of calculations, formulas;
- obtaining new substances, materials, samples, research of their properties.

A practical lesson is a form of organization of the educational process, involving the performance of one or more practical work by students on assignment and under the guidance of a teacher.

The didactic goal of practical work is the formation of students' professional skills, as well as practical skills necessary for the study of subsequent academic disciplines.

So, in practical classes in mathematics, physics, technical mechanics, students develop the ability to solve problems, which in the future should be used to solve professional problems in special disciplines. In practical classes in engineering graphics, students master the skills of making drawings necessary for performing various graphic works in special disciplines.

Practical classes are especially important in the study of special disciplines, the content of which is aimed at the formation of professional skills. In the course of practical work, students master the ability to use measuring instruments, apparatus, tools, work with regulatory documents and instructional materials, reference books, draw up technical documentation; execute drawings, diagrams, tables, solve all sorts of problems, make calculations, determine the characteristics of various substances, objects, phenomena. To prepare students for the upcoming labor activity it is important to develop their intellectual skills - analytical, design, constructive, therefore, the nature of tasks in the classroom should be such that students are faced with the need to analyze processes, states, phenomena, design their activities based on the analysis, outline specific solutions to one or another practical tasks. Analysis and solution of production situational problems, business games are widely used as methods of practical training of professional activity. When developing their content, the level of complexity of the mid-level specialist should be taken into account.

When selecting the content of practical work in a discipline, they are guided by a list of professional skills that must be formed by a specialist in the process of studying this discipline. Qualification requirements for a specialist are the basis for determining a complete list of works. The analysis of the State requirements and the content of the academic discipline makes it possible to identify skills that can be mastered in the course of studying the educational material.

Thus, the content of practical work is:

- study of regulatory documents and reference materials, analysis of production documentation, performance of tasks with their use;
- analysis of production situations, solving specific production, economic, pedagogical and other tasks, making management decisions;
- solving various problems, calculating and analyzing various indicators, drawing up and analyzing formulas, equations, reactions, processing the results of multiple measurements;
- study of the structure of machines, devices, instruments, apparatus, measuring mechanisms, functional diagrams;
- familiarization with technological process, development of technological documentation;
- work on various machines, apparatus, devices, with measuring instruments; preparation for work, maintenance of equipment;
- design according to a given scheme; assembly and disassembly of mechanisms, production of blank models;
- diagnostics of the quality of various substances, products. The methodology of teaching students to solve practical problems requires adherence to a certain sequence: complete and clear clarification of the conditions; clarification of knowledge and practical experience on the basis of which the problem can be solved; drawing up a solution plan.

The effectiveness of laboratory and practical exercises depends to a large extent on how students are instructed to perform practical and laboratory work. Experienced teachers use instructional cards to help students conduct such work on their own. Maps allow not to describe in detail the entire course of the work performed, but to pay attention to the most significant points: updating knowledge on the topic, practical actions, theoretical justification of the tasks being performed. When preparing to work on the map, students get the opportunity to plan their activities.

Course design - organizational form training, used at the final stage of studying the academic discipline. It allows you to apply the knowledge gained in solving complex production and technical or other problems related to the field of activity of future specialists.

Industrial (professional) practice is an integral part and a kind of organization of the educational process. According to the Regulation on the industrial (professional) practice of students of secondary specialized educational institutions, the practice is carried out in stages and consists of practice for obtaining primary professional skills (educational), practice in the profile of the specialty (technological), pre-diploma practice (qualification or internship).

Educational practice is usually carried out in educational or training and production workshops of the university, technological and pre-diploma practice - directly at the enterprise, organization, institution.

The purpose of the industrial practice is to prepare students for the upcoming independent professional activity. Practice links theoretical study at the university and independent work in production. In practice, students gain initial experience of professional activity in their specialty.

Technological and pre-diploma practices are carried out in production on the basis of agreements between educational institution and businesses. Practical work programs are developed taking into account the specific characteristics of the base enterprises. As well as different kinds practical work in work program excursions, lectures, talks, seminars, practical exercises in production are planned. For each topic, specific objects are identified.

Teachers are looking for ways to improve the training of specialists. In a number of specialties, interdisciplinary classes are carried out by teachers at the expense of additional time spent in the framework of methodological searches. Some interdisciplinary activities have become part of the curriculum. For example, students teacher training colleges using both psychological and pedagogical knowledge at the same time, they make up psychological and pedagogical characteristics of the individual student and the class team. With the correct execution of this task, students develop important pedagogical skills to analyze the psychological characteristics of a student and his personal qualities, in accordance with objective data, to project the development of the student and the class team, to plan their activities aimed at the development of the student's personality; establish correct relationships with children, etc.

The emergence of such classes in the practice of educational institutions is due to a number of circumstances.

One of the important directions in the implementation of training of specialists is the formation of professional skills in the process of training, which ensure readiness for professional activity. The current practice of disciplinary teaching does not provide for the mastering of complex professional skills by students in the process of studying individual disciplines. However, professional activity requires the integration of knowledge gained in different academic disciplines, combining them in a specific work. It is to this that consistently organized practical training should be directed, carried out in interdisciplinary practical classes, in course design, in the process of industrial practice.

Zhirkova Z.S. one

1 FGOU VPO North-Eastern Federal University named after M.K. Ammosova ", Yakutsk

One of the main tasks of pedagogical practice is the formation of the main types of professional activities and professional functions, such as monitoring the quality of teaching, tools for collecting data that meet the requirements for the quality of measurements. A questionnaire survey of students and an analysis of the quality of trainees' lessons were carried out using the lesson quality questionnaire developed by A.I. Sevruk and E.A. Yunina, as well as comprehensive diagnostics and assessment of the activities of trainees during their teaching practice in order to identify its compliance with the desired result. In the course of teaching practice, students improved the foundations of the analysis and assessment of their own teaching activities.

teaching practice

professional activity

monitoring

shaping

reflection

result

1. Andreev VI Self-development of a competitive personality of a manager. - M., 1995.

2. Babansky Yu.K. Teaching methods in modern comprehensive school... - M .: Education, 1985 .-- 148 p.

3. Sailor D.Sh. Education quality management / D.Sh. Sailor, D.M. Polev. - M .: Pedagogical Society of Russia, 2004 .-- 345 p.

4. Sevruk A.I., Yunina E.A. Monitoring the quality of teaching at school: tutorial- M .: Pedagogical Society of Russia, 2003 .-- 144 p.

5. Ushinsky KD Pedagogical works. In 6 volumes / comp. S.F. Egorov. - M .: Pedagogika 1990 .-- T. 5. - 528 p.

The changes taking place in the country in connection with the new market relations have significantly influenced the education sector. In the context of developing competition in the educational services market important aspects optimization of university training are:

Practice-oriented orientation of education, which is ensured by the integration of educational, scientific research and production activities;

The release of an integral type of specialists, in which the goals, content and learning outcomes are formed in an integrated manner, taking into account changes in professional activity, implying not only qualifications, but also personal qualities and competence.

An important condition for the formation of professional training of students is industrial practice. The purpose of the practice of students is to prepare for the main types of professional activity, the implementation of the acquired professional knowledge, skills, abilities and professional adaptation, i.e. entering the profession, mastering social role, professional self-determination, formation of positions, integration of personal and professional qualities.

Teaching practice is a complex process in which students perform activities determined by their specialization.

K. D. Ushinsky wrote that the teaching method can be learned from a book or from the words of a teacher, but the skill in using this method can only be acquired through long and long-term practice.

Yu.K. Babansky in his scientific work emphasized that it is in the process of pedagogical practice that one can fully comprehend the patterns and principles of teaching and upbringing, master professional skills and experience, practical experience.

In combination with academic disciplines, students' practical activities help to determine the directions and prospects of professional growth in the future, to strengthen adequate professional self-esteem, to shape the personality of the future teacher, profession.

In practice, students' pedagogical activity is improved on the basis of meaningful factual material, the knowledge and effective development of which is possible only on the basis of live impressions and observations.

In the teaching practice of students, the important components are:

The student's ability to change his social and professional activity, understood as essential quality personality, which expresses her creative attitude to various aspects of life, including herself. In pedagogical practice, it will be determined what is the direction of this activity in the professional sphere;

Versatile orientation of the future teacher to all areas of pedagogical activity: subject, learning activities students and its methodological equipment, the actual educational interaction and its organization, mastering the methodology research work;

The formation of a reflexive culture under the conditions of a natural pedagogical process, when for a teacher the means and methods of his own pedagogical activity, the processes of developing and making practical decisions become the subject of his thoughts. An analysis of his own activities helps the trainee to realize the difficulties that arise in his work, and to find competent ways to overcome them.

The specified components of the pedagogical practice of the future teacher are determined by the following target settings:

Development of the teacher's professional competence, personal and humanistic orientation, systemic vision of pedagogical reality;

Formation of a subject area, reflective culture;

Mastering pedagogical technologies and the ability to integrate with pedagogical experience.

In the course of teaching practice, students develop the foundations for the analysis and assessment of their own teaching activities. Pedagogical reflection develops not only in working with a pedagogical diary, but also in every lesson, in every communication with children. During practice, students need to be ready for real pedagogical activity, where they will have to perform all the functions of a teacher. Indicators of the level of knowledge, skills, personal development and creative activity of students are closely related to quality educational process and are more significant for determining the effectiveness of the quality of the educational process.

One of the main tasks of teaching practice is to study state of the art educational work in educational institutions, i.e. monitoring as a constant observation of a process in order to identify its compliance with the desired result.

Before proceeding to the analysis of the quality of performance by students of the basic functions of a teacher, teaching activities, let us consider the interpretation of the concept of "monitoring".

IN AND. Andreev considers monitoring as “a system of diagnostics of qualitative and quantitative characteristics of the effectiveness of functioning and tendencies of self-education educational system, including its goals, content, forms, methods, didactic and technical means, conditions and results of training, education and self-development of the individual and the team. "

Matros D.Sh., D.M. Polev, N.N. Melnikov's definition of educational monitoring is as follows: "it is a system for organizing the collection, processing, storage and dissemination of information about the activities of the pedagogical system, providing continuous monitoring of its state and forecasting its development."

Thus, monitoring the quality of the educational process is monitoring the state of its development in order to make the optimal choice of tasks and methods of education.

Technologies for monitoring the quality of the educational process include three main stages:

Control of the educational process;

Its assessment according to various parameters;

Certification of the educational process as a whole.

To monitor the quality of teaching, effective data collection tools are needed that meet the requirements for the quality of measurements. A standardized tool for assessing the quality of teaching is a questionnaire. The questionnaire of the quality of an educational lesson should simulate the main features of a lesson, lecture, seminar. Only by providing the necessary quality of the meter, it is possible to assess the quality of pedagogical activity.

The questionnaire developed by A.I. Sevruk and E.A. Yuninoy is very accessible and very convenient to use, since it can be easily integrated into the existing system, it makes it possible to comprehensively diagnose and evaluate the teacher's activities, which allows planning assistance to him to improve his professional skills. The questionnaire is characterized by the optimal number of points by which it is quite realistic to assess the quality of the lesson. The specificity of the wording of the items of the questionnaire allows the use of a point assessment system. If each completed item of the questionnaire is evaluated with one point, then the sum of the points reflects the integral rating of the quality of the teacher's activity in the lesson. All the highlighted features of the questionnaire characterize it as objective and effective remedy assessing the quality of teaching not only in general education schools, but also in professional educational institutions.

We carried out a study of the quality of the educational process using the lesson quality questionnaire developed by A.I. Sevruk and E.A. Yunina, when students undergo pre-diploma practice for the additional qualification "Teacher" of the Pedagogical Institute of the North-Eastern Federal University named after M.K. Ammosov.

To analyze the quality of trainees' classes, a survey of students was carried out according to the points of the matrix questionnaire (table).

Items of the questionnaire	2006-2007 academic year	2007-2008 academic year	2008-2009 academic year	2009-2010 academic year	2009-2011 academic year
1. The purpose of the expert
2. Confidently owns educational material
3. Quality speech
4. Nonviolent teaching techniques
5. Establishes interdisciplinary connections
6. Uses: a) social experience
b) handouts visual materials
c) dynamic didactic materials
7. Gives multilevel tasks
8. Stimulates the rationale, argumentation of answers
9. Encourages: a) initiative and independence of students
b) individual educational achievements of students
10. Realizes the existential orientation of education
11. Draws attention to the speech quality of trainees
12. Finishes the lesson on time
13. Uses the techniques of pedagogical technologies: a) differentiated, including individualized learning
b) problem learning
c) interactive learning
d) reflective learning
e) collective thought activity
f) health-preserving techniques

The table shows the implementation of the items of the lesson quality questionnaire by trainees and the total number of points received for academic years... The diagram is built on the basis of the generalized data of the questionnaire survey on 36 lessons conducted by students-trainees in different educational groups and shows the data averaged over all observations on the quality of the educational process by academic years. Data on the quality of the educational process for academic years solve the problem of obtaining feedback information (control problem) and correlating the actual results of the educational process with the planned results, with goals (assessment problem). The more points are implemented, the higher the quality of teaching. Based on the totality of observations, teaching is assessed. It can be seen from the table that the sum of points received by trainees is, on average, half of the maximum number, but affects the most important points of the questionnaire. This indicates the preparedness of student trainees for teaching.

The analysis of the results of the survey showed that the trainees are able to set goals for the development of the personal qualities of students and implement them by means of the academic subject. Confidently master the educational material. The trainees used non-violent teaching methods, i.e. there were no negative remarks, did not interrupt students, did not impose their point of view, widely used handouts, visual statistical materials and dynamic didactic materials. Skillfully used an interactive whiteboard, quality presentations and slides. In all classes, the methods of dialogue teaching were effectively used, interesting discussions were held in which students actively participated. At the end of each lesson, reflections were conducted by trainees and students.

Using the matrix (see table), you can determine which of the items of the questionnaire are not implemented in the classroom, for example: trainees experienced difficulties in establishing connections with other subjects, with the integration of educational material from different areas of knowledge, human life. In the classroom, stimulation is not used enough: argumentation of answers, encouragement of initiatives and independence, individual educational achievements of students. The methods of pedagogical technology of problem learning and forms of collective thinking activity have not been implemented.

During the analysis of the study, we identified the suitability of the questionnaire for the most important generalized assessments of the quality of pedagogical activity.

Thus, the pedagogical practice of students is an obligatory component of the educational process, during which the methods of activity learned at lectures and seminars are realized, educational technologies, the realization of the ideals of education. Pedagogical practice is a kind of test of the correctness of the choice made, abilities, interests, values. At the same time, the quality of the student's professional training at a specific workplace, in a real situation, is checked. In the course of practice, students are given the opportunity of real pedagogical interaction with students and the development of school reality from the perspective of a teacher.

During the final reflection on pedagogical practice, the students noted that they:

Amanbaeva L.I., Doctor of Pedagogical Sciences, Professor pedagogical institute North-Eastern Federal University named after M.K. Ammosova, Yakutsk;

Kiryakova A.V., Doctor of Pedagogical Sciences, Professor, Head. Department of Theory and Methodology of Education, Orenburg state university, Orenburg.

The work was received on 11.04.2012.

Bibliographic reference

Zhirkova Z.S. PEDAGOGICAL PRACTICE OF STUDENTS - PREPARATION FOR THE BASIC TYPES OF PROFESSIONAL ACTIVITY // Fundamental research. - 2012. - No. 6-2. - S. 360-364;
URL: http://fundamental-research.ru/ru/article/view?id=29992 (date of access: 04/29/2019). We bring to your attention the journals published by the "Academy of Natural Sciences"