Formation of Competencies among Students of the Pedagogical College for the Organization of Educational Activities in the Rural Environment

Abstract

The relevance of the topic is due to the need to resolve the contradiction between the requirements of the current educational standards for the training level of rural school teachers who are able to carry out educational activities among the rural population and the insufficient formation of general and professional competencies of graduates of the pedagogical college for this type of socially significant activity. The purpose of the research is to theoretically substantiate and experimentally verify the effectiveness of the process of pedagogical college students’ competencies formation in organizing educational activities in a rural environment. The authors have specificated the basic concepts of the research based on the analysis of a number of normative legal documents, sources of psychological, pedagogical and methodological literature, as well as generalization of the pedagogical experience of practicing teachers. Students’ mastering of the educational activity essence and its organization in a rural environment is considered as a purposeful, specially organized process of acquiring subject-methodical knowledge, subject-practical and subject-methodical skills in a phased work. It is shown that clear planning, competent organization and constant monitoring of the tasks at each stage of the students’ work contributes to the achievement of high experimental results and provides positive dynamics in the formation of pedagogical college students’ competencies in organizing educational activities in rural environments. The reliability of the provisions and ideas highlighted in the research is supported by the results of experimental work. The authors conclude that it is important to increase the level of methodological competence of practicing teachers of rural areas on the design of educational events / programs / actions for different categories of villagers. In conclusion, the necessity of regular exchange of experience between teachers working in rural schools, as well as their cooperation with experienced teachers from urban schools and specialized educational institutions on education issues, is substantiated.