Ministry of education and science of the republic of kazakhstan

«ЖАСТАР – БІЛІМ, ҒЫЛЫМ, ҚОҒАМНЫҢ ҚОЗҒАУШЫ КҮШІ» 
атты халықаралық ғылыми-тәжірибелік конференция материалдары 
25-26 қазан, 2019 ж.
 
and social, which together constitute a dynamic model of the transition from educational to 
professional activities. Students acquire knowledge in the context of resolving future 
pedagogical situations, which provides conditions for the formation of professional motivation, 
the personal meaning of the learning process. 
4. System approach. The idea - the formation of systems thinking. Content: the main 
link of learning - the process of learning - is revealed as a special activity. All the characteristics 
of a student’s knowledge depend on how this activity is organized: competences, knowledge, 
skills, abilities, etc. [3, 45 p.] 
In the course of teaching practice, future teachers of geography acquire the ability to 
observe a number of goal-setting principles in solving pedagogical tasks: 
- the priority of the goal of comprehensive harmonious development of the personality 
of the student in relation to any current educational tasks arising from the characteristics of the 
class; 
- the need to put forward and solve a set of tasks; parallel solution of several tasks; 
- the formulation and solution of individual educational tasks in the framework of 
school-wide; 
- to connect the purpose, means, result; 
- solving problems in different ways; -inclusion of pupils in the formulation of tasks; 
- determination of conditions for the fulfillment of goals and objectives [4, 148 p.]. 
During the period of practice, students should master the following functions: 
constructive, organizational, communicative, informational, developmental, and research. 
As a result of the pedagogical practice, the student should: 
know: 
- The system of work of educational institutions, work plans and the main activities of 
the teaching staff; 
- the system of work of the teacher of geography and other subjects, the method of 
conducting lessons and other forms of organization of training (practical work, excursions, 
etc.); 
- forms and methods of extracurricular activities on the subject; 
be able to: 
- to analyze the training sessions and educational activities; 
- to develop lessons on the subject in accordance with the school curriculum 
(determination of the lesson theme, educational, developmental and educational tasks, goals 
and content of the lesson, choice of methods and forms of conducting the lesson, selection of 
teaching tools (visual, cartographic, technical) 
- make a lesson plan; 
- to conduct lessons (to possess the method of presentation of educational material, the 
organization of independent work of students, to exercise control over the assimilation of 
knowledge; 
- develop and conduct extracurricular activities; 
- do self-analysis of various forms of organization of the educational process; 
- master the methods of studying personality, class groups; to make psychological and 
pedagogical characteristics of students and the team as a whole; 
- to diagnose the level of cohesion of the team of students, the ability to perceive new 
material. 
Currently, the dates of pedagogical practice are determine by the curriculum. In the 
course of studying this topic, it was revealed that 18 practical training conducted by graduate 
students in the course of teaching practice is not enough to consolidate the foundations of the 
pedagogical competence of future teachers of geography. Increasing the number of practical 
hours in the course of teaching practice is necessary for the psychological awareness of the 
importance of teaching activities in the minds of future teachers, reinforcement of pedagogical 

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Materials of the international scientific-practical conference