Ministry of education and science of the republic of kazakhstan

Ключевые 
слова: 
педагогическая 
практика, 
учитель 
географии, 
компетентность, компетентностный подход, компетенции. 
In modern conditions of development of Kazakhstan society, the educational process is 
experiencing a certain reassessment of the conceptual foundations, goals, objectives and content 
of the entire process of preparing future specialists. 
The state and employers in connection with the rapid economic development and high 
level of competition in the labor market place high demands on the university graduate as a 
qualified specialist and potential employee. Particularly relevant now is the issue of the quality 
of professional preparation of students of higher education for professional activity and the 
development of their professional competencies in the system of continuous pedagogical 
education. 
Modern higher pedagogical education in Kazakhstan is at the stage of transition to a 
more flexible system of pedagogical education, which involves the division into certain levels, 
the development of individual professional ways of development of future teachers. The 
problem of the personal and professional development of a future teacher of geography as a 
competent specialist capable of self-development is modern and is widely represented in the 
works of Russian teachers. 
An important place in vocational training is given to teaching practice. The pedagogical 
practice of students plays an important role in preparing the future teacher and forms his key 
professional qualities. Pedagogical practice is one of the most important stages of student 
training. 

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Materials of the international scientific-practical conference 
«YOUTH – DRIVING FORCE OF EDUCATION, SCIENCE AND SOCIETY» 
October 25-26, 2019 
Pedagogical practice - a form of vocational training in higher and secondary pedagogical 
educational institutions, the leading link in the practical preparation of future: teachers. It is 
held in conditions as close as possible to professional activity. 
Pedagogical practice is a logical continuation of the activities of students in the 
organization of the educational process at the university. The main goal of the current 
pedagogical practice in higher educational institutions is to prepare students for the holistic 
performance of the functions of a subject teacher, class teacher, and a modern specialist in their 
field. 
In the process of practice the following tasks are solved: 
- the formation of a scientific and materialistic worldview; 
- fostering in students innovative creative type of thinking; 
- the formation of readiness to manage the holistic pedagogical process; 
- development of professional and pedagogical skills; 
- the development of self-awareness and self-esteem of readiness for the management 
of the pedagogical process, personal qualities. 
During teaching practice, as in the course of the entire educational process, the role of 
independent work is great. "It is in the process of collective or individual self-activity that the 
most important qualities of a person are brought up, knowledge, skills, abilities for creative 
study of science, the ability to navigate in the stream of scientific information are developed" 
[1, 213 p.]. 
In the history of higher pedagogical education, there are two approaches to the 
organization of pedagogical practice. The first - provided for the organization of the practice 
during all the years of study at the university (continuous pedagogical practice), alternating it 
with theoretical studies. The search for rational forms of organization of pedagogical practice 
in national higher education led to the development of programs for universities, in which the 
content of pedagogical practice was determined through a system of theoretical knowledge and 
professional skills of students formed at its different stages. The second approach (more typical 
of foreign higher education) involves first general theoretical preparation and conducting 
workshops, trainings, and only then application of the theory in practice and organization of 
pedagogical practice at the final stage of education [2, 36 p.]. 
During the pedagogical practice, a student can determine how well he chose his field of 
activity; find out the degree of correlation of personal qualities with his future profession. It is 
in the process of active and long-term practice that the contradictions between the available and 
the necessary stock of knowledge come to light, which acts as a motivating factor for lifelong 
education. In practice, the pedagogical activity of students is improved based on substantial 
factual material, the knowledge and effective development of which is possible only against the 
background of living impressions and observations. Practice helps to form a methodical 
reflection in the conditions of the natural pedagogical process, when for a teacher the means 
and methods of his own pedagogical activity, the processes of development and adoption of 
pedagogical decisions become the subject of his thoughts. 
The methodological basis of pedagogical practice consists of the following approaches, 
each of which implements the corresponding idea and content: 
1. Competence approach. The idea - the introduction of personal meaning in the 
educational process.
2. Activity approach. The idea is the assimilation of ways of thinking and activity, the 
development of cognitive abilities and creative potential of students. Content: the presence of 
the current situation of the internalization of new forms, rules, methods and means of socio-
professional and communicative activities.
3. Contextual approach. The idea is sequential modeling with the help of the whole 
system of forms, methods and means of teaching the subject and social content of the acquired 
professional activity. Content: three types of interrelated teaching models: semiotic, imitational 

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