On July 2, a productive meeting, organized by the public union "Osvitoria" as part of a study on updating the approach to pedagogical practice in the training of history, computer science, or mathematics teachers, took place at the faculty.
The meeting lasted almost two hours. It was moderated by Ms. Daria, a representative of Fama Agency, which conducts research together with the public union "Osvitoria."
During the meeting, Tetiana Honcharenko, Dean of the Faculty of Computer Science, Physics, and Mathematics; Volodymyr Tatochenko, Head of the Department of Algebra, Geometry, and Mathematical Analysis, Associate Professor; Olha Hnedkova, Associate Professor of the Department of Computer Science and Software Engineering; and Halyna Mykhailenko, Deputy Dean for Academic and Methodological Work and Practices of the Faculty of Psychology, History, and Sociology, Candidate of Historical Sciences, Associate Professor, shared their experience in organizing internships at Kherson State University for educational programs preparing future teachers of mathematics, computer science, and history.
Among the questions posed to KSU instructors regarding practical training were:
the purpose of practical training;
content and means of implementation;
organizational forms;
expected results;
monitoring and correction of practical training;
competencies formed during the process.
Separate questions raised included:
Why does pedagogical practice exist?
What can and should it be like?
How do you see its impact on student motivation?
How does it affect their readiness to work in school?
During the meeting, KSU instructors noted that the content and approaches to organizing various types of activities within the practical training of future teachers are constantly changing in accordance with societal transformations, challenges related to the war, and general changes in education.
It was emphasized that:
The content of internship programs for each specialty has its own specifics, related to the content of the specialty, the basic training of students, and the course during which it is implemented. All of this is reflected in the internship programs, which comply with the educational programs approved in the manner prescribed by law.
At our university, internship programs are reviewed annually, and changes are made to them that correspond to both the demands of the educational environment and the needs of students.
Surveys are systematically conducted among students regarding their level of satisfaction with the content and organization of internships, as well as discussions with subject teachers from general secondary education institutions.
Despite achievements, there are still problems that require further study and work. In particular, as Volodymyr Tatochenko noted, the issues of "overcoming anxiety during a teacher's professional activity and developing stress resistance in future educators" are relevant.
Updates in the approaches and content of practical training allow not only for taking into account current conditions but also for ensuring the formation of the program competencies and learning outcomes stipulated in the educational programs.