Nikulnikov Anton Nikolaevich
Кандидат педагогических наук, Cаnd. Sci. (Pеdаg.), Аssist. Prоf. оf Pеdаgоgics аnd Mеthоds оf Primаry Еducаtiоn оf thе Institutе оf Childhооd, Novosibirsk State Pedagogical University, a.nik@ngs.ru, Novosibirsk


The article presents a brief analysis of the organization of pedagogical practice of students in the period from 1918 to 1985. In 1918, at the First Congress of Educators, a decision was taken to establish a program of the People’s Education Committee in the field of pedagogical personnel for the preparation of a new teacher of the Soviet school. A great contribution to the development of Soviet pedagogical practice was made by: N. K. Krupskaya, A. V. Lunacharsky, S. T. Shatskiy, A. S. Makarenko. Each of them singled out their own peculiarities of practical training for future teachers of the Soviet school, but they all agreed that pedagogical practice is an essential component of teacher training. In the 1930s, time for pedagogical practice increased to 40 %, continuous production practice was introduced in collective and school schools, historical faculties opened, the curricula of which provided for a thorough practical training of students. In 1940–1950’s. the organizational and legal standards for conducting pedagogics as a kind of educational process were defined, since the system of conducting practices was already formed. In the 1960–1970’s. the curricula of the universities were improved, the range of practical skills required in the teacher’s work was determined, and the stages of mastering these skills by courses were established. In the 1980s. On all faculties of the pedagogical colleges there was introduced a continuous pedagogical practice, from the junior courses. Thus, pedagogical practice was understood as a link between the theoretical training of future teachers and their independent work in educational institutions.
pedagogical practice, system of pedagogical education, technical school, higher educational institution

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