• A. Brekhunets SHEE «Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University»
Keywords: practice-orientated approach, labor education and technologies teacher, practical education, practice.


The article is devoted to the question of implementing a practiceoriented approach to the professional preparation of future labor education and technologies teachers. The education, which is built on a practiceoriented approach, is directed not only to the assimilation of knowledge and appropriate skills, but mainly to formation of a practical work experience.

The abidance of a practice-oriented approach in education involves not only transferring the accent onto practical forms of studying, but requires the revision of the educational material content in order to approximate the studying to concrete situations of the teacher’s professional activity. The experience of different kinds of educational activities becomes the basis for professional self-development, formation of teacher’s pedagogical skill.

The methodical aspects of organization of a practice-oriented education (the optimization of a pedagogical practice, the increase of the amount of practical lessons and the application of profession-orientated exercises and tasks, the use of problem situations, business and role games, trainings) have been revealed. The essence of a practice-oriented approach is expressed in the organization of educational process with a connection to the future profession through the reproduction of real psychological and social situations, accompanying the particular professional practice, in the forms and methods of students’ educational activity. It could be talked about creating a system of educational problems situations and tasks which are relevant for the teacher’s activity. The study of the problems of professional preparation of future labor education and technologies teachers in the context of modern requirements to a specialist with higher education has shown that there are suffi cient opportunities for upgrading the level and the quality of their preparation. The practical lessons and different kinds of practice also belong to them. The opportunities for improving professional and pedagogical preparation are primarily in the need to use the achievements of national pedagogy, its scientifi c basis.

The author of the article notes that, in recent years, there are the trends in the search and application of the latest educational technologies in the system of pedagogy. The high density of innovative processes consists in the development of the methods which involve the using of theoretical generalizations of different levels in education, decreasing a practiceorientated constituent. Moreover, it is necessary an educational material to be the source of cognitive interest for students during practical lessons.

The organizational and pedagogical conditions and didactic conditions of practice-orientated education, which promote the formation of the readiness of a future teacher to professional and pedagogical activity, are defi ned in the article.


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Author Biography

A. Brekhunets, SHEE «Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University»

Anatolii Brekhunets, Doctor of Philosophy in Pedagogy (Ph.D), Associate Professor, Department of Theory and Methods of Technological Education and Computer Graphics, SHEE «Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University» Pereiaslav-Khmelnytskyi, Ukraine

How to Cite
Brekhunets, A. (2018). THE PRACTICE-ORIENTED APPROACH TO THE PROFESSIONAL PREPARATION OF FUTURE LABOR EDUCATION AND TECHNOLOGIES TEACHERS. Professional Education: Methodology, Theory and Technologies, (7), 31-42. Retrieved from