Pedagogical practising in the system of professional training of future teachers: experience of Canada and Britain

The article deals with the problem of students practical training formation in universities. It is noted that pedagogical practice is an important component in the process of the professional competence forming of future teachers. It helps students to consolidate and deepen theoretical knowledge and be ready to work independently at school. It is important to study foreign experience for finding new approaches to improving the training of future school teachers. To reveal the peculiarities of organizing pedagogical practice in Canadian and British higher education institutions and to identify positive ideas of borrowing foreign experience is the purpose of the research The Canadian experience is important information for finding new approaches to improving the organization of pedagogical practice in the Ukrainian higher education institutions. Pedagogical practice at Canadian universities is clearly planned, built on the principles of continuity, gradual complication and reflection. Is is consistent with the basic schools. The Canadian educators anticipate the gradual entry of students in the teaching process. The curriculum defines the special disciplines to help students to conduct the lessons at school. It should be noted that the Canadian universities have established regular contacts with school teachers. The academic achievements of future specialists are areanalyzed by their mentors. Special departments for the organization of teaching practice have been created at the universities of Canada. The author pays attention to the use of computer technology and the ability to record video lessons in the process of teaching practice. Special attention is given to describe British educators experiences. It is noted that pedagogical practice takes 25% of the total academic time and includes two kinds of practice ( block and serial) in the bachelor's program. It is important to note the clear organization of pedagogical practice management in the UK. We consider it a positive aspect that students are suggested to complete their teaching practice in different schools, which enriches students with various approaches to education process organization. Results of the study dedicated to positive experience of pedagogical practice organization in Canadian and British higher education institutions present important information for searching new approaches to improve professional training of future school teachers in Ukraine.