Professional training of future teachers of pre-school pedagogics in the context of teaching practicing

The article deals with the issues concerning the professional training of masters of the specialty "Preschool education" for teaching in the higher education establishment in the process of assistance practice. The complex of knowledge and skills that should be formed by future teachers after passing the assistance practice has been determined. The assistance practice content covering the range of tasks of the educational and methodical direction has been analyzed, which will help to increase the students‘ professional level and will ensure their professional functions qualitative performance. The importance of the assistance practice for the formation of the future preschool pedagogy teacher‘s ability to professional activity has been revealed. The aim of the study is to disclose the importance of assistance practice for the formation of the future teacher's ability to work in a professional way, definition of the goals, objectives and necessary conditions for assistance practice conducting that ensure the future teacher's training for professional activities. The assistance practice is an integral part of the educational and upbringing process, the final stage of theoretical and practical training of highly skilled specialists, a means of their skills formation in teaching and scientific activities as well as the ability to work effectively in a diversified production conditions. It allows students to acquire practical skills and teaching experience, necessary for teaching pedagogical disciplines on the profile acquired specialty in higher education establishments. Practice is considered as an integral part of the practical training of masters. Masters‘ activity during the assistance practice period is analogous to the teacher‘s professional activity, which is organized in the real working conditions of the higher educational establishment. In an active learning environment, the student does not only acquire knowledge, but he / she is also formed as a personality, as a specialist having a high pedagogical culture. The result is a practical training experience changes in student intern, the formation of his professional competence.