THE CONSTRUCTIVE APPROACH TO ORGANIZING THE TRAINING OF STUDENTS AT THE PEDAGOGICAL FACULTY OF MUKACHEVO STATE UNIVERSITY

Introduction The article compares the traditional approach to organizing a pedagogical process in a higher educational institution and a constructive approach. Purpose - to analyze the existing experience at the pedagogical department of Mukachevo State University in organizing the educational process aimed at building constructive skills. Results During the study of the practice of training future educators for the organization of constructive activity of preschool children, methods were used: pedagogical observation as a method necessary for purposeful tracking of the processes of knowledge acquisition, skills, skills, professionally meaningful behavior of students; the survey, in particular, the method of the conversation used at different stages of the study both for initial orientation and for clarification of the conclusions obtained by other methods, especially the observation method; questioning and testing, which allowed a large number of students to be interviewed with questions relevant to our research, for orientation in the problem; interviews, in particular, "interview with oneself"; analysis of products of activity; Self-monitoring, necessary for tracking changes in internal mental states, needs of future educators. Originality In the course of the work, a constructive educational environment was constructed consisting of the integration and synchronous work of the departments of constructive self-study, assessment of potential opportunities, communication, professional constructive creativity, presentation, testing, methodological departments, research groups of students. According to the announcement of the experiment, 56% of students with the indicators of abilities to organize constructive activity, which corresponded to the average level of formation of constructive skills, were revealed; 44% of students - future educators - with indicators of skills for the organization of constructive activity of preschool children, which corresponded to the low level of formation of constructive abilities. Conclusion The author emphasizes that the process of constructing the skills of future educators in the process of professional training is due to the change in the nature of their self-education activities from conscious knowledge acquisition to understanding the significance of the methods of their learning for the implementation of a continuous process of self-education, and subsequently - the management of their own professional activities.