Cooperation of higher educational institution with school in organizing pedagogical practice as condition of forming research competence in methodological training of future teachers

The realization of the competence approachin pedagogical education changed the status of pedagogical practice in a pedagogue's professional training: projecting pedagogicalactivities by future teachers. The students' construction of the essence of the activities in practice is possible under the condition ofcooperation between all the participants of educational process: students, university and schoolteachers. But under the moderncircumstances this cooperation is formed at the functional level, where a student is an object of actions of both the teacher and thespecialist in educational methods. The student occupies the position of the doer, because he/ she has to listen to the supervisors andfulfil their recommendations, which sometimes are contradictory. Functional cooperation prevents the student from constructing theessence of the acquired activities and can promote the feeling of diffidence, dissatisfaction and sometimes even negation of pedagogicalactivities as professional ones. As our research showed, organization of research activities, which are directed at discovering andconstructing students' own methodological knowledge necessary for a future pedagogue in their activities, is the subject matter of thecooperation between students, teachers and specialists in educational methods during pedagogical practice. Research is a way and ameans to work with methodological knowledge. There are the following aspects of cooperation: 1. The choice of the forms of study ofpedagogue's and children's activities. Fixing their observations of the teacher's and children's activities in the Chart of Observations,students create two portraits, of a teacher and of a pupil, in the form of an essay where they set the interdependence between the whatand the how the teacher organizes and the how and the where the teacher's activities can be reflected in pupil's activities. Theobservation has a function of research support of their joining the practical activities. 2. Creating a bank of research actions to study theresults of pupils' practical activities gives a future teacher a possibility not only to state the quality of the manner of action acquired bychildren, to define the difficulties, which schoolchildren have, to find out the reasons of such difficulties, but also to become a means ofchoosing/reorganizing a methodological technique, to reveal problems in methodological organization of lessons. 3. Students'construction of a methodological way to organize their activities and to conduct lessons on the research basis changes the character oftheir methodological preparedness: it transforms from the teaching organization, which reproduces the experience, into the creativeorganization giving the experience of methodological activities the teacher takes part in, influences on and changes. 3. Creating the basisfor the analysis of the quality of future pedagogues 'methodological training changes the direction and the method of assessing students'preparedness during their pedagogical practice. In the expert chart created by the teachers and specialists in educational methods thebasis of assessing the quality of methodological training is the characteristics of students' actions in choosing methodological means, ingrounding their use depending on the situations at the lesson, in selection of tools, in transforming the activity itself.

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