PEDAGOGICAL PRACTICE OF FUTURE DOCTORS OF PHILOSOPHY: FEATURES OF ORGANIZATION

Abstract

The purpose of the article is to substantiate the peculiarities of the organization of pedagogical practice of future doctors of philosophy. The authors used methods of analysis and generalization of observation results. The main material is devoted to the fact that arguments are given for updating the organization of the educational process in graduate school, it is proved that pedagogical (assistant) practice is important in the scientific and professional training of students of the third (educational and scientific) level of higher education. The article emphasizes that postgraduate study is the third level of higher education, which is established in state regulatory documents, and this causes radical changes in the organization of the educational process. Therefore, the updating of the content, forms and methods of education of future doctors of philosophy is due to a number of challenges to significant changes in the training of applicants in postgraduate studies. In particular, the authors rely on the updates made to the “Procedure for the Training of Applicants for the Degree of Doctor of Philosophy and Doctor of Science in Higher Education Institutions ... an educational and scientific program at the third (educational and scientific) level of higher education is a single complex of educational (subjects, individual tasks, practices, control measures, etc.) and scientific (conducting scientific research, writing scientific publications, speaking at conferences, etc.) components aimed at achieving the learning outcomes, preparation and public defense of a dissertation, which gives the right to obtain a certain qualification, provided for by such a program” (Procedure, 2023). Thus, educational programs for training doctors of philosophy should be innovative both in content and in the forms of organizing the scientific and pedagogical activities of applicants. Taking into account the current state of war, programs should be individualized, tailored to the pace of learning and activity of applicants. The article presents a structural model of the practical component of the educational program, which, in our opinion, plays a key role in shaping the academic training of applicants. It is emphasized that new aspects of the educational environment are fundamentally important for the formation of research skills, career growth in the future and establishing the identity of a teacher of a higher educational institution within the framework of the concept of three-subject didactics. The priority task of practice is to polish the experience of theoretical and practical training of future doctors of philosophy. Conclusion. Practice is an important component in the system of training future doctors of philosophy and an effective tool for the formation of a modern teacher of a higher educational institution. Conducting practice requires high responsibility for the final result from the organizers, and forecasting and planning of both content and means should be innovative.