Author (s): Tretiak О.S., Chebonenko S.O.

Work place:

Tretiak О.S.,

Doctor of Pedagogical Sciences, Professor,

Professor of the Department of Pedagogy and methods of teaching

History and Social Disciplines,

T.H. Shevchenko National University “Chernihiv Collehium”

(53 Polubotka Street, Chernihiv, 14000, Ukraine,

e-mail: tretiakes@gmail.com)

ORCID: 0000-0001-6124-2597

Scopus-Author: ID57208033644


Chebonenko S.O.,

PhD in Pedagogical, Associate Professor,

Associate Professor of the Department of Pedagogy

and Humanitarian Disciplines,

Academy of the State Penitentiary Service

(34 Honcha Street, Chernihiv, 14000, Ukraine,

e-mail: chebonenko_so@i.ua)

ORCID: 0000-0002-5049-6556


Language: Ukrainian

Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2023. № 2 (11): 214–226



The article represents a model of the formation of teachers’ readiness to conduct practical classes, taking into account the components of readiness, stages of its formation, features of the use of various pedagogical technologies, methods and forms of education.

The purpose of the research is to determine the technologies, forms and methods that allow organizing practical classes and building a model of the teacher’s readiness to conduct practical classes.

The methodology of the research. Considering the goals of conducting practical classes, it was revealed that the effectiveness of the practical lesson depends on the interaction between the teacher and students, which is based on the organizational work carried out by the teacher, and certain forms, technologies, methods and means of learning are chosen for use in accordance with the set goal. It has been established that practical training is mostly conducted using cases that are based on simulated or real situations. The demands placed on students as a result of their participation in practical classes are demonstrated. The theoretical basis of the formation of the readiness of teachers is presented through the methodical provision of practical classes, the introduction of pedagogical conditions.

The results. The analysis of pedagogical learning technologies made it possible to highlight the peculiarities of their application through the setting of tasks, the choice of content, forms and methods of learning, diagnosis of results, introduction of business and role-playing games, simulation exercises, trainings, psychological and pedagogical trainings for individual development, dialogical thinking. It has been proven that the effectiveness of training teachers for practical classes depends on the ability to choose pedagogical technologies, methods, techniques, modern teaching tools that allow modeling and reproducing certain professional activities of future specialists, orient them to the development of professional qualities (be: non-conflict; attentive to details ; stress-resistant; ready to take into account someone else’s point of view; ready to work in a team; ready to interact with different people).

The practical significance of the obtained results lies in the fact that they contribute to the formation of the readiness of teachers for practical classes through their understanding of the stages of preparatory work, setting goals, determining the forms and methods that can be used to form the professional qualities of students, their competencies and evaluate the results of educational work.

Key words: forms, methods, pedagogical conditions, pedagogical learning technologies, stages of teacher’s preparation for practical training, training components.


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