PROFESSIONAL (PEDAGOGICAL) PRACTICE OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS IN THE REALITIES OF DISTANT LEARNING
Authors:   Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Koloskova Zhanna , Nazarenko Maryna ,   Volodymyr Vynnychenko Central Ukrainian State Pedagogical University
Published: September 2021

The article considers the issue of doing professional (pedagogical) traineeship by university students in a remote form. Based on the analysis of methodological recommendations of the Ministry of Education and Science and educational departments of various universities of Ukraine, the authors consider changes in the content of a remote form of professional pedagogical practice of future teachers and formulate factors that contribute to its organization and fulfillment: the developing of a set of methodological recommendations for trainee students with regard to specifics of the specialty (content of practice by modules, types of activity, determining the procedure for registration and submission of reports, providing samples of documentation); determining the messengers to be used for communication with methodologists and practice leaders; students’ mastering the technologies of online learning – a complex of educational technologies (technologies of developing, projecting, mixed, differentiated, programmed, modular training, etc.), and also information-communication (digital) technologies of creating, compiling and saving, and accessing the electronic educational resources on various subjects (integrated courses), which provide an opportunity to implement the process of remote learning; organization of practice with regular interaction of the subjects of online learning (pupils, teachers, trainee students) during classes and consultations held online and provided by the transmission of video, audio, graphic and textual information in synchronous and asynchronous mode; participation of students in webinars on the chosen specialty to adopt the experience of their teachers-practitioners. Thus, the analysis of the source base provided an opportunity to draw the following conclusions: remote form of industrial pedagogical practice requires: development of a set of methodical recommendations for students-interns taking into account the specifics of the specialty (content of practice by modules, types of activity, determination of the order of registration and submission of reports, provision of samples of documentation); identification of messengers who will communicate with methodologists and practice leaders; mastering by the student of technologies of distance learning - a complex of educational technologies (technologies of developmental, project, mixed, differentiated, programmed, modular training, etc.), and also information and communication (digital) technologies of creation, accumulation, storage and access to electronic educational resources on subjects (integrated courses), which provide an opportunity to implement the process of distance learning; organization of practice with regular interaction of distance learning subjects (students, teachers, trainees) during classes, consultations conducted remotely, and provided by the transmission of video, audio, graphic and textual information in synchronous and asynchronous mode; participation of students in webinars on the profile of the chosen specialty to learn from teachers-practitioners.