PEDAGOGICAL PRACTICE AS A CONDITION AND FACTOR IN THE DEVELOPMENT OF PROFESSIONAL ERUDITION OF FUTURE TEACHERS

Abstract

Pedagogical practice, considered as a significant part of the professional training of future teachers, makes a unique contribution to the formation of their professional erudition. When a student, at the stage of formation of his pedagogical worldview, moves from theoretical study of disciplines to direct interaction with students, he finds himself in a situation that requires the application of the acquired knowledge, understanding it at a new level and re-equipping his consciousness with additional experience, which is impossible within the framework of purely academic studies. Entering a real educational environment, getting to know a live group of students, participating in the creation of an educational and upbringing atmosphere of the class and school, observing fellow practitioners, direct work with educational material, resolving difficult situations and facing ambiguous methodological problems - all this not only enriches the professional competencies of the future teacher, but also develops in him that integrative quality that can be called professional erudition.