Коваленко Наталія ВолодимирівнаKovalenko Nataliia Volodymyrivna2017-12-042017-12-042016Коваленко, Н. В. Навчальна педагогічна практика як проект школи і університету [Текст] / Н. В. Коваленко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2016. – № 10 (64). – C. 44–55.https://repository.sspu.edu.ua/handle/123456789/3025У статті проаналізовано можливості підвищення ефективності навчальної педагогічної практики за умови організації її як спільного проекту школи і університету, висвітлено зміст, етапи здійснення проекту, кінцеві продукти проектування. Доведено, що об’єднання завдань навчальної педагогічної практики єдиною виховною метою та організація практики як спільного проекту переводить взаємодію школи і університету з на партнерську основу, сприяє підвищенню результатів практики, професійному зростанню, ефективній професійній ідентифікації майбутнього вчителя. Описано технологію підготовки студентів до здійснення завдань практики.Educational pedagogical practice becomes the environment of psychological and pedagogical research of the educational process, pedagogical experience of teachers, and professional identity of the future teachers. The aim of the study: to substantiate the interdependence of practice tasks and tasks of the discipline “Pedagogy”, technologies of students’ preparation to implement the practice tasks, opportunities to achieve designated tasks in the organization of practice as a joint project of school and university. In order to achieve the goal at different stages of search the following methods were applied: theoretical (analysis, synthesis, comparison, generalization of scientific sources) for the purpose of clarification of the research problem, the theoretical justification of the pedagogical conditions of effective organization of practice as a project; modeling of the practice implementation process; empirical (questionnaire, interviews, observations, retrospective analysis of teacher’s own teaching practice, peer assessment, analysis of products of students’ educational-cognitive activity, the study and generalization of pedagogical experience) to determine the state of formation of students’ readiness to practice, effective forms of professional growth of the future teachers; experimental – pedagogical experiment to check the effectiveness of the educational practice, as a joint project of school and university. Teaching practice, according to the concept developed by the pedagogical departments of Sumy state pedagogical university named after A. S. Makarenko, is a continuous, cross-cutting process and includes the following types: academic practice, teaching practice. Academic teaching practice of the second year students of the pedagogical university is carried out in junior secondary schools of different types, since the perception of a school teacher by junior pupils as a significant adult allows the trainee to adapt quickly to a new role, optimizes the process of professional identification. An important element of practice project planning is the identification of the final results of joint activity of the pedagogical, student and pupil groups, which can be: organization of complex of educational school activities for the primary school pupils as a means of achieving unified educational goals of the week; holding and summarizing results of psychological research; compilation of teaching materials, writing of scientific articles on the results of practice, creating mini-films on the content of educational work. Forms students’ training are: defense of the pedagogical projects, modeling of pedagogical situations, psychological exercises aimed at self-development of personal qualities which are important for teaching activities, learning of organizational instructions of the practice that were realized at practical lessons on discipline “Pedagogics”, students’ club, founding conference. The conditions of project effectiveness are: ensuring the overall interest of the project member; implementation of project components, defining objectives, deadlines and budget; distribution of responsibility and authority, preparation of project plan; identifying risks, a systematic diagnosis of the interim results; implementation of the project on the principles of self-government, corporativity; monitoring of project results; reflection. The conditions of the academic teaching practice in the context of quality assurance of the future teachers’ training require further research.ukпрофесійна компетентністьпрофесійна ідентифікація майбутнього вчителяпрофесійна педагогічна підготовкапрактична педагогічна підготовканавчальна педагогічна практикапедагогічний проектвиховні заходитехнологія формування готовності студентів до навчальної практикиprofessional competenceprofessional identity of the future teachersteacher educationpractical teacher trainingacademic teaching practicepedagogical projecteducational activitiestechnology of formation of students’ readiness to academic practiceArticle