Stage 1: Study of the educational institution, class, students; goal formulation educational work.

From February 2 to March 22, she underwent teaching practice as an assistant class teacher and English teacher at the A.V. Koltsov with in-depth study English language in 5 "A" class. I got acquainted with class and school documentation (class magazine, annual curriculum, school curriculum). I got acquainted with the class. At the first meeting, I conducted a self-presentation and survey in order to identify the children’s creative abilities, interests, motives, etc. According to the survey data, I was able to collect the information necessary for further acquaintance and communication with the class. In my opinion, the following data turned out to be very important for me:

There are 22 children in the class, of which 11 are boys and 11 are girls. Most of the children were born in 1998. They have been studying together for 5 years. In general, children are raised in prosperous families. There are two excellent students in the class, 10 good students, and 10 C students. Most children go to music school and play several musical instruments. 1 boy attends the boxing section, the rest of the boys and girls take an active part in school competitions in physical education.

In the first week of teaching practice, I was not an active participant in the teaching process, but was just an observer. According to my observations, children are active in the lessons, but they do not always perceive the material to the extent that is required of them. This is explained by the fact that children do not know how to work together. According to testing to identify the level of school motivation, which I conducted with schoolchildren, it turned out that half of them did not develop it. This rather stems from the periodic failure of schoolchildren to attend classes due to illness. The English teacher constantly has to catch up with children who were sick, which creates the impression of monotony. In general, students know each other well and relations between them are friendly. They are very active during breaks.

Class teacher Tatyana Alekseevna Zavalina is an experienced teacher and master of her craft, and enjoys unquestioned authority among students.

In general, according to sociometric data, the class structure is as follows: “Stars” (2), “Preferred” (7), “Neglected” (11), Isolated” (2). There are no “rejects” in the class.

As such, the groups are poorly expressed. Most students are united in their groups of 2-3 people.

After the first acquaintance with the class, I tried to apply it in my work different styles communication (authoritarian, democratic, liberal), but the most productive for this class, cohort and age of students was the authoritarian style of communication and only with some students the democratic style.

Based on the analysis of the results of observations, conversations with the class and the class teacher, I identified the following goals of educational work in this class:

1) Development of educational motivation in schoolchildren

2) Organization of productive interaction with the class

Based on the results of self-analysis, I came to the conclusion that the leading tactic for organizing productive interaction with the class would be dialogical communication on the part of an adult.

Stage 2 – search for content, forms, and types of pedagogical activities to achieve the goal.

To achieve productive interaction with students, I used a person-oriented approach in education, within which the subject-subject relationship between teacher and student prevailed. The focus of the personality-oriented approach is the unique, holistic personality of a growing person, who strives for maximum realization of his capabilities (self-actualization), is open to the perception of new experiences, and is capable of making conscious and responsible choices in a variety of life situations. The key words of the person-oriented approach in education are “development”, “personality”, “individuality”, “freedom”, “independence”, “creativity”. It was towards them that I sought to direct the pedagogical process.

In her work at the English language lesson, she used individual (in the process of developing monologue speech - retelling texts in the lesson), group (development of dialogic speech) and collective forms of teaching (discussions on the topic of a healthy lifestyle). The educational complex, through which students learn the English language, allows the use of all of the above forms of education. The educational complex includes: Student's book (Textbook for 5th grade schools with in-depth study of the English language. Vereshchagina, Afanasyeva), Work book (workbook for the textbook), Reader (reading book), audio disc.

Your main task in the classroom as a teacher, I believe in helping students master the current lesson as successfully as possible. educational material in English.

For the purpose of personality-oriented education, I tried to develop the cognitive interest of students, form logical and systematic thinking, and reflection.

To achieve the goals, I relied on the following principles:

Scientific principle ( tried to present the material in a logical sequence, as concisely and accessiblely as possible )

The principle of visibility. She encouraged the use of tables, charts, graphs, pictures in the English lesson, in her work she used multimedia presentations in the English lesson on the topic “Indirect Speech”, used presentations when semantizing new vocabulary, and during extracurricular activities.

The principle of systematic reflection . When working on mistakes, she invited students to analyze their own mistakes and answers in class.

The principle of targeted training in group work skills in joint activities, cooperation, partnership, dialogical communication from the position of an “Adult”. I tried to diversify the types of group work in the lesson for the most effective learning of the material. When working in collaboration, I tried to encourage children to jointly solve a problem, taking into account the opinion of each student, thereby developing school motivation, motivation in learning English; work in partnership was carried out in the development of dialogical speech (dialogues on everyday topics), where students acted as communication partners, performing different social roles. During dialogical communication from the position of an “Adult,” I established close emotional contact with students, observed their reactions, behavior, and habits.

On at this stage I tried to analyze my activities as a teacher and came to the following conclusions:

1) In the first week of teaching practice, I managed to convey the readiness for cooperation, but I was not able to organize it fully. As I described above the features of this class, the children are not used to working productively together. The children are accustomed to the authoritarian style of communication of their teacher, so the opinions of each other as a team or group do not play a role for them in their work, the leading role belongs to the teacher.

Communication from the position of an adult at first was a somewhat blurry idea for me, the parent’s position dominated to a greater extent, however, having studied each student more closely, I was able to find an approach to each one, more formally approaching the student not just as a child, but as a student-subject of pedagogical activity ,an active participant in the pedagogical process.

Encouraged student activity in different ways: the desire for distance and rigor, on the one hand, on the other hand, used various pedagogical methods. The method of communicative attack turned out to be the most successful when introducing new educational material. Students willingly answered questions asked of them and expressed their opinions on the topic of a healthy lifestyle.

Speech behavior had a huge impact on contact and cooperation with students. Questioning intonation, expressions of surprise, admiration, and indignation in the voice were reflected in different ways on the behavior of students. Along with speech behavior various pedagogical techniques and incentives played an important role. Encouraging incentives and praise incentives turned out to be the most effective in the pedagogical process. During the lesson, I suggested that the student learn a dialogue and give 3 A's if he tells it in pairs with different students. He took this quite seriously and instead of one learned dialogue 3, which was not required at all. However, in some cases it was not possible to do without coercive stimuli. Quite complex grammatical material on the topic “Indirect speech” required special attention on the part of the students, and on the part of the teacher, there is quite strict control over the implementation of exercises on this topic.

At this stage, I was planning to hold an event dedicated to the 65th anniversary of the victory in the Great Patriotic War. The form of this event is class hour on the topic “Siege of Leningrad” in 5th grade.

Goals:

1. Getting to know the history of your country

1. Fostering patriotism, a sense of pride for your country, for your people.

Tasks:

1. Introduce the children to the concept of blockade;

2. Introduce us to a terrible period in the life of our country based on videos.

3. Awaken in children a sense of compassion and pride for the resilience of their people during the siege of Leningrad and throughout the Great Patriotic War Patriotic War by showing multimedia presentations with photographs on military topics.

The topic of the event turned out to be very relevant for students, since the school held a month dedicated to the 65th anniversary of the victory from February 1 to March 1. At the event, students showed interest in this topic. During the class hour, I used audio and video materials for clarity, where I presented most of the information on this topic. I tried to keep my speech to a minimum, making logical transitions from one video to another. The goal of my speech was to generalize as much as possible, to focus on the most important points, to encourage children to perceive this topic, relying more on the visual image. The tempo of speech and intonation are aimed at compassion for all victims of the siege of Leningrad, the vivid emotionality gives birth to memorable images of participants in the Great Patriotic War in the imagination of children.

REPORT

By pedagogical practice

students of the Faculty of Philology

specialist. "Russian language and literature"

Moscow State Pedagogical Institute named after. M. E. Evsevieva

I, .., during the period from October 18 to December 25, 2010, was on teaching practice at Municipal Educational Institution No. 26 in grade 10 “a”. This is a school with a humanitarian bias, so the closest attention is paid to the teaching of philological disciplines.

The meeting with the school administration and teaching staff brought me only positive impressions. The subject teacher and the class teacher tried to provide me with all possible assistance in conducting Russian language and literature lessons, as well as two extracurricular activities, carrying out psychological research group of students.

Of particular importance to me was the conversation with the subject teacher, during which she talked about the peculiarities of preparing lessons in the Russian language and literature: for example, in Russian language lessons she distributes theoretical material into blocks, “diluting” it with practical tasks; Literature lessons are replete with visuals and are built on a problem-based basis. Attending the teacher’s lessons was also productive. It was noticeable that the students were already accustomed to this structure of classes, and it was easier for me to prepare lessons in which they would be comfortable working.

I completed the plan of teaching practice completely: I conducted a total of 20 training sessions (6 Russian language lessons and 14 literature lessons), extracurricular activities, and also replaced the class teacher and carried out research activities to identify the socio-psychological characteristics of the group of students in the class entrusted to me. I carefully prepared for each lesson, studied the work program in the subjects, the best practices of language teachers and scientific literature on a specific topic; drew up a script for extracurricular activities and prepared to conduct them together with schoolchildren. I consider the quality of the classes I conducted to be quite high: this is evidenced by the cognitive interest that the class students showed in them, and by the feedback from the teachers who attended them. There were also no special problems with discipline in the lessons, since I tried to select interesting educational material and use a variety of methods and techniques for working with it in the classroom.

The main difficulties in preparing for the lessons were related to the breadth of their topics, which were formulated by the teacher. It turned out to be difficult to fit all the planned material into 45 minutes, especially since, as a rule, the children did not read the texts of works of fiction. Therefore, some of the material always “disappeared”, and I had to leave it for independent study. In the preparation of extracurricular activities, when I put all the emphasis on the independent work of students working in groups, there were many inconsistencies and even conflicts, because schoolchildren repeatedly showed inertia, indiscipline, and lethargy in extracurricular work. They turned out to be completely unaccustomed to group, collective activities. I also did not receive any special help from the teachers. Therefore, I was never able to achieve coherence in the work of the team. In the future, more attention should be paid to the motivational component when organizing any student activity.

The methodologists from the institute provided me with invaluable support. They were the ones who told me what educational, methodological and reference literature to use, what methods and techniques to choose, what the children would like, and what, on the contrary, would spoil the lesson.

As part of the lessons, I often used creative tasks (mini-essays, creating illustrations for a work of art, word drawing techniques, etc.), which the students were always very happy about and responded well to. Creative approach in working with students, in my opinion, it increases their cognitive interest in the subject and learning in general.

Throughout my practice, I tried to prove myself exclusively as a thoughtful, responsible teacher, with a broad cultural outlook, high speech culture and a solid theoretical knowledge base, as an attentive, responsive, disciplined person. I also tried, first of all, to find emotional contact with the students so that our interaction within the educational process would be as comfortable and effective as possible. In addition, as I learned more and more about each student, I tried to find each of them individual approach, always paid attention to their speech culture, the level of which in the future will become “ business card» each of them as a professional and as a person. It was possible to find an approach to “difficult” students, although there was still relatively little time. I did not do any work with student parents, other than announcing the results of current progress at meetings.

I have no special comments on the organization of teaching practice. I would like to emphasize that teaching practice has become an important stage in my professional self-determination. She showed me that I was not mistaken in choosing my profession, that hard work teachers are close to me and I am ready in the future, after graduating from university, to continue my professional and personal growth in this field, striving to become a highly qualified specialist. Working with a group of children is quite difficult, but the joy of communicating with children, their willingness to meet the person who puts a lot of effort and work into their development, is enormous. If I have to connect my future with teaching, I will definitely take into account the mistakes that I made within the framework of this practice, and I will try to correct them.

Preview:

REPORT ON TEACHING PRACTICE

I, ..., completed a teaching internship at Municipal Educational Institution No. 26 in Saransk.In this educational institution There are two ninth grades, with 23-26 students in each. Teaching the Russian language is carried out according to traditional programs by the authors M. T. Baranov, T. D. Ladyzhenskaya and others and textbooks of the named authors, teaching literature is carried out according to the program edited by V. Ya. Korovina (grades 5-11). This gymnasium is characterized by in-depth study of humanities subjects in certain classes. For this purpose, additional teaching aids.

The teaching practice took place from October 18 to December 25, 2010.

During my teaching practice, I taught a total of 20 lessons (6 Russian language lessons and 14 literature lessons). Extracurricular activities were also held during the internship. In addition, I performed the duties of a class teacher at 9 “a”: I carried out the planned cool watch, checked notebooks on Russian language and literature, diaries and gave grades.

My first impressions of the educational institution, school administration, and teachers were only positive. Throughout the entire internship, both teachers and methodologists provided me with significant assistance in preparing lessons and events, helped with educational literature, advised me on how best to structure lessons, and what assignments were best to entrust to the children. The methodologists from the institute were also always nearby and suggested how best to proceed in this or that case. The language teacher provided me with invaluable help: she carefully edited all the lesson notes, made the necessary critical comments, and told me a lot about the features of the class entrusted to me. Our group of trainees were given the necessary documentation and teaching aids, and requests for technical equipment for lessons also did not go unnoticed.

My first impressions of the class were also positive: the guys seemed cheerful, active, proactive, responsible, and disciplined. First impressions turned out to be not deceptive: the guys answered well in almost every lesson, carefully completed my assignments, and always offered something new, something of their own. There were no “difficult” students in this class. Contact with the class was established almost immediately. I think this is due to my desire to make friends with the guys, to become an assistant and friend for them.

The main goal that I set for myself was to gain experience in teaching the Russian language and literature to middle-level students, to attract students’ attention to the lessons of the Russian language and literature, to develop in them the necessary language and speech skills, to develop thinking, attention and memory, and to foster a culture of communication , interest in the topics being studied, broadening one’s horizons. The set goals helped to implement methods and techniques of developmental education, problem-based learning: heuristic conversation, creating problem situations, using diagrams and tables, using information from popular scientific literature. Of the creative tasks, I most often used mini-essays, as well as thinking through the scenery for a particular film based on a work of fiction. Students always respond well to such forms of work with them.

I tried to follow student-centered learning, use an individual and differentiated approach: I offered individual and variable tasks, additional tasks for students who showed interest and completed the work quickly.

However, there were many difficulties. As for conducting lessons, it was difficult for me to predict how long it would take to complete each exercise, so the lesson script often turned out to be crumpled. In extracurricular activities I wanted to include as many students as possible, but some of them turned out to be helpless in this regard: for example, for a class hour dedicated to career guidance, they selected tests that were too difficult, which made the class hour drag on and seemed too tiring to the students. However, the tasks of team building were realized: after all, the majority of students wanted to help and helped each other, feeling personal responsibility for the common cause.

Extracurricular activities included not only preparing and holding events, but also organizing school duty and holding parent-teacher meetings. Since this is not my first teaching practice, I did not experience any particular difficulties in this.

Teaching practice has taught me a lot. Thanks to the friendly atmosphere in the teaching staff of the school, I felt free, I wanted to try and implement a lot of what we were taught in classes at the university. Thanks to the help of methodologists and teachers, I was able to overcome shyness and constraint, be more attentive in class, and combine different forms of work to achieve my goals. I have no special comments about the organization of the practice. Wish: to ensure that all teaching practices are completed by the student in one educational institution, this will make it much easier for us to complete such an important task.

I had my first teaching practice at gymnasium No. 64. Overall, I would like to say that I was left with a positive impression of what I saw. First of all, I would like to focus on the evaluation of the school and teachers. As for the school, it can be noted that the condition is very good. The school has many wide windows and is therefore very well lit, which is definitely a big plus. The layout of the offices is correctly and rationally thought out. Each floor is clean and tidy, which is certainly pleasing to the eye. In addition, I paid attention to the equipment that is located on the floors in the corridors. This comfortable sofas, exercise equipment, various games. This way, the student will not be bored during recess. Each office is equipped with a TV and computer, which undoubtedly helps teaching activities. I also noted the excellent selection of teachers. All of them are highly qualified and competent.

I taught classes foreign language 3 "A" and 6 "G" classes. As for the first, this is a humanities class, i.e. A foreign language is studied from the 2nd grade, and a second foreign language is added from the 5th grade. The 6th grade's main language is English, and they have only been studying German for the second year, although I can say that their knowledge of German does not differ much from the knowledge of the same language of their classmates who have been studying German since the 2nd grade.

3 "A" class is the strongest in its parallel, which was actually noticeable in both speaking and reading. They understand the material faster, all children, without exception, are active. Children in grade 6 "G" have well-developed attention, associative thinking, memory. This is because German is their second language. Although it should be noted that the girls worked and understood worse.

I thought through each lesson carefully. Basically I worked according to the textbook and workbook, because overall I liked how they were thought out. They contained many interesting texts and clear explanations of the rules. But of course, I didn’t limit myself only to textbooks. Each lesson included handouts: LSS tables, materials for small written works. I can also note that in my lessons there was a lot of visuals: pictures, cards, drawings, diagrams. During my lessons, I also used a laptop, which contained various presentations and listening materials.

Basically, all my lessons were multifunctional, since two of my classes study German only the second year. I included many different exercises in the lesson, each lesson was not repeated. There were substitution and transformation tasks, crossword puzzles, ball games, a translator game, a snowball game, and a domino game. Sometimes I asked the children to learn a poem with different intonations at home, which was unusual and fun for them.

I mainly used communicative and language methods in my lessons. As for the last method, I used it only in lessons on developing grammatical skills.

It is important to note the assessment of children. Basically, I gave the grades myself and praised the children, which helped raise their self-esteem. If the class worked well, everyone was involved, then I allowed him to evaluate himself for the grade that he thought he deserved. I would like to note that in this case the children were honest.

Conclusion: I have only positive impressions from the internship. All two classes in which I taught German had excellent discipline, did not interfere with my lesson, and were not distracted. I always tried to ensure that every student was involved in the work. But still I wanted to mention two negative points. Firstly, children were often late for a foreign language lesson, explaining this by the fact that they were writing test work or they spent a long time looking for an office. This greatly interfered with work, since the lesson lasted only 40 minutes, and even those 2 minutes for which they were late were precious. Secondly, the children were not used to working with handouts, which seemed wrong to me. With the help of handouts you can work much faster. But for me it worked the other way around, since the students were used to working only with a textbook and workbook.

Report on teaching practice

“Trial lessons in elementary school”

The most important phenomenon in

school, the most instructive

the most living thing

an example for a student is

the teacher himself.

A. Diesterweg

I, Ivanchik Olga Gennadievna, gave trial lessons at school No. 11 in Lida in class 3 “B” with teacher Olga Olegovna Novikova.

Throughout the practice I:

Developed the ability to manage students’ independent activities.

Armed myself with the ability to reasonedly analyze the lessons taught.

I learned to correctly form and define goals and objectives by building the most important stages of the lesson.

Mastered the skills of planning a lesson topic.

I learned to choose the right methods and techniques at each stage of the lesson, contributing to the development of independent and creative thinking.

From the first day we began giving lessons at school, and also observed the lessons taught by the other trainees. Olga Olegovna received us warmly and throughout the practice she showed us how to treat children, gave useful advice on conducting lessons, and we, in turn, learned how to give lessons correctly. We listened, observed all this and wrote analyzes of the lessons, and at the end of each analysis we made a conclusion about the lesson conducted, its structure, the behavior of the children and their activity.

In the first days of practice it was difficult for us, since we did not yet know the children and their level of development. Giving the first lessons in this class, we were afraid that the children would not understand the way we presented the material, we behaved insecurely, and were afraid of not meeting the deadline. Although not everyone was able to give a good lesson right away, we tried and improved. The teacher was a great help to us. She gave us advice, directions, and pointed out our mistakes. During the lesson, she sometimes corrected some of the trainees.

Each of the trainees in their lessons tried to give the children as much knowledge as possible and presented the material in a form that was interesting for children. Every lesson taught by the trainees was somehow interesting to the children. The trainees tried to conduct their lessons in an accessible, interesting way.

The lessons were well organized, important points in the lesson were clearly emphasized, and visual aids.

The effectiveness of using visual aids in the classroom is evidenced by the results of students’ knowledge, which in most cases we were satisfied with.

We are convinced that the teacher must be in control of the situation that occurs in the lesson, and the attitude towards children must be respectful. Good nature and optimism on the part of the teacher play an important role. In turn, we tried to find and develop creativity in children, this mainly manifested itself in drawing and Russian language lessons.

Physical exercises played an important role in the lessons. They contributed to the preservation and strengthening of students’ health and the formation of

healthy lifestyle. We also taught healthy lifestyles in physical education classes.

All lessons were individual in their own way. The lessons were structured methodically correctly, we achieved our goals during the lesson, skillfully handled the children, and mastered the necessary material. They did everything to interest the children, and to ensure that not a single child sat idle.

Dubeiko Maria held interesting lesson in the Belarusian language. The lesson was conducted in the form of a trip.

Used high quality visual material. Masha felt confident in the lessons and had a good command of the material

Zakharevich Olga always felt confident and clearly stated required material, so everything was clear to the children. There was always discipline, the children did not make noise. I really liked the lesson on literary reading that Olya Zakharevich gave. At the beginning there was a crossword puzzle, the answers to which were fragments from read fairy tales. The lesson presented interesting material about the biography of the writer. Olya held an exhibition of the author’s books and a conversation with the class about the works they had read. Each child read a lot of fairy tales and worked actively in the lesson. They shared their impressions and were very emotional. It was clear that the children enjoyed reading the stories.

Ivan Ambrazhuk was always confident in his lessons. The children were actively working since they were selected interesting tasks, which were accessible and understandable to children. Ivan had a particularly bright and memorable lesson in fine arts. In this lesson, Ivan tried to show all the beauty of the nature around us. The topic was: “Drawing flowers from life.” Therefore, during the lesson, the children talked about the appearance of flowers, their varieties and their role in human life. Vanya tried to give examples from his own life, that is, he connected the lesson with an environment close to each child, namely with the world that surrounds each child in everyday life. The lesson was conducted in an interesting way, various types of work were used: composing proverbs and explaining their meaning, listening to riddles and answering questions about them, children remembering songs that contain lines about flowers. At the end of the lesson there was an exhibition of works.

Each of us tried hard during the lessons. But it should also be noted that the children also tried. The children behaved well, treated us with respect and perceived us as teachers. At each lesson, physical education sessions were held, the children were monitored for proper seating, and their health was monitored.

With every day spent at school, we began to feel more confident, communicated more freely with children, and they got used to us.

On the last day of practice, when we said goodbye to the students, they did not want to let us go, they told us to come again.

The lessons conducted organized the educational activities of students in the classroom, taking into account the psychological and pedagogical patterns, individual and age characteristics of each student. Methods and techniques corresponded to the content of the material, goals, and objectives of each lesson.

Appropriate use of visual aids. Using ways in the classroom that help increase the creative and cognitive activity of students. Development of observation, accuracy, discipline, logical thinking. The sequence of using tasks and exercises to develop skills and abilities.

As for me, before practice I set myself some goals and objectives, namely:

The fact that the main goal of practice is the formation of professional traits. During the practice, the following tasks are solved:

Consolidation, deepening and enrichment of methodological and special knowledge, their application in solving specific problems;

Formation and development of professional skills;

Development of professional personal properties and qualities (ability to show restraint; tact; humane attitude; culture of communication, etc.);

Fostering sustainable interest, love for the profession and the need for self-education;

Development of a creative and research approach to professional activities;

Familiarization with modern professional experience.

For all the lessons I taught, I received good grades (9 and 10).

I really like teaching fine arts lessons, because it is in this lesson that children can create, come up with something new, fantasize, children have the opportunity to reveal their abilities and express themselves.

But I especially liked giving lessons in mathematics. The children worked so actively that they even managed to solve additional tasks. The whole class raised their hands, everyone wanted to be at the blackboard.

As for Russian language lessons, the children’s favorite task was finding and correcting errors in poetry.

All my lessons included visual material, and the lessons were conducted in the form of travel or research - the teacher praised me for this, she liked the visuals (drawings, diagrams) that I used in the lesson.

This practice has given me a lot. I realized that how we teach children is how they will behave in the future. After all, a child is a mirror that reflects both family and education received at school.

There is no need to scold children, you need to select tasks to interest them.

I think that the internship role is an indispensable experience for further professional growth. It shows the student a clear example and allows him to develop skills for further development in the profession of TEACHER. I want to end my report with the words of L.N. Tolstoy:

“Not the teacher who receives the upbringing and education of a teacher, but the one who has the inner confidence that he is, must be and cannot be otherwise. This confidence is rare and can only be proven by the sacrifices a person makes to his calling.”

One of the stages of studying in a master's program of any state university and not only the passing of teaching practice. This type of undergraduate activity is aimed at mastering the basics of teaching skills, developing the professional skills of a teacher, the ability to independently conduct teaching work, and the skills of leading a group of students. This practice is necessary not only for future teachers, but also for lawyers, psychologists, specialists in the field of economics and even construction. Therefore, they undergo this practice not only in schools, but also on the basis of universities. The result of the master's student's teaching activity is a report and diary submitted to the university department.

Features of teaching practice

Master's students conduct educational and pedagogical activities on the basis of their graduating department. The goal of undergraduate teaching practice is to develop teaching abilities, strategic thinking, and the ability to manage students. During their work activities at the department, they are required to follow the internal labor regulations.

During the student’s work the following tasks are solved:

• consolidation of the knowledge and skills acquired during the development of the curriculum;
• studying the basics and application of methods for preparing and conducting training events;
• studying the latest educational technologies;
• improving skills independent work, self-education;

Before starting the activity, students and their supervisor draw up an individual master’s plan for teaching practice. Based on the results of this program, a report and diary are subsequently prepared.

How to write a report on teaching practice for a master's student

The master’s student’s work during the internship is organized based on his individual plan and involves the following types of activities:

• educational and methodological, including the development of educational activities;
• directly educational, including lectures and seminars in a group of students.

All stages of the work are documented in a diary. Based on the results of independent work, the undergraduate creates a report.

Report structure

The report on the teaching practice of a master's student must contain 20–25 pages of text and the following main sections:

1. Title page.

2. Introduction, which states:

2.1. Purpose, objectives, place and time of internship.

2.2. List of completed tasks.

3. Main part.

4. Conclusion, including:

4.1. Description of acquired skills and abilities.

4.2. Individual conclusions about the work done.

5. List of sources.

6. Applications

The report is submitted to the supervisor along with other documents.

Features of the report on teaching practice

The main part of the report should include:

• section “Educational and methodological work”, which provides an analysis: curriculum, training sessions of leading teachers of the department, work program discipline taught;
• section “Academic work”, which provides a plan of lectures and seminars conducted by the master’s student, as well as his personal analysis of these classes.
• attachments: reviews of lectures and seminars conducted by the student from the supervisor and other teachers of the department; texts of lectures and seminar plans, prepared tasks, cases, etc.;
• review of another master's student's training event. Other master's students must attend the master's classes and leave their feedback.

Sample report

The report reflects all the activities of the student and his correct composition indicates the success of the internship. To avoid mistakes in the preparation of this document, it is necessary to study all the requirements for its preparation that a particular university imposes. You can also request a sample report from your supervisor. He can provide all the necessary forms, as well as a ready-made report as an example.

Report on teaching practice of a master's student - sample

Diary on teaching practice of a master's student

During the entire teaching practice, the student must pay attention to regularly filling out the diary. This document must be completed on time and submitted to the department along with the report. Based on a well-prepared diary, it is easier to prepare a competent and complete report.

Features of filling out a diary

The diary should reflect all stages of teaching activity.

On first stage the student in accordance with the individual assignment:

• studies various methods of preparing and conducting lectures and practice with students;
• studies modern educational technologies.

On second stage, the student attends classes by leading teachers of the department, including lectures and seminars. The diary contains an analysis of the training events attended, at which he acted as an observer. He analyzes the organization of the educational process, the characteristics of communication between the teacher and students, the form of conducting the lesson, etc. The results of the analysis are presented in free form.

Third The stage of work is the master's student independently conducting classes, as well as participating in other forms of educational activities of the department. It is better to clarify the minimum required volume of educational activities at the university department. Conducting training sessions is mandatory for students full-time training, and for correspondence students other options are possible. You will also need to attend a lecture or seminar of other undergraduates and leave your review.

During training activities, the student independently prepares and conducts a lecture and practical seminar, although the presence of an experienced teacher in the classroom during the lesson is mandatory. Class topics are approved by the leader. During these classes, it is recommended to demonstrate various prepared visual aids and use other innovative forms of teaching. For computer science lessons at school, for example, bright presentations, etc. are suitable. The methodological support for the prepared lessons are lecture notes, seminar lesson plans, visual aids, presentations and other materials.

The supervisor prepares a written review of the master's student's work during the internship, gives his characteristics and offers an assessment. The characteristics reflect the level of training of the master's student and his attitude to work.

Sample of filling out a diary on teaching practice

The diary is a mandatory document for the student and is provided to the department along with a report and reference from the supervisor. A trainee diary form and a completed sample can be requested from the university department or by searching on the Internet.

Completed diary on teaching practice of a master's student

Pedagogical practice is required for specialists in various fields undergoing master's degree programs. It aims to develop teaching skills, communicate with the audience, systematize the student’s theoretical knowledge, and learn how to correctly prepare reports on the results of their work. This important stage in the preparation of final work.