TY - JOUR AU - Diachenko, Liudmyla PY - 2020/12/27 Y2 - 2024/03/29 TI - PROFESSIONAL AND PEDAGOGICAL PRACTICE OF FUTURE TEACHERS IN SECONDARY SCHOOLS OF GERMANY JF - UNESCO Chair Journal Lifelong Professional Education in the XXI Century JA - UJ VL - IS - 2 SE - Education and Culture for the 21st Century DO - 10.35387/ucj.2(2).2020.71-78 UR - https://unesco-journal.com.ua/index.php/journal/article/view/24 SP - 71-78 AB - The organizational peculiarities of professional and pedagogical practice for future teachers in general schools in the Federal Republic of Germany (FRG) are revealed. It was identified that in Ger-many at the beginning of the XXI century as a result of the reformation, the future teachers’ professional training in universities has become more practical. The conditions of new types of students' practice realiza-tion in general schools of the FRG are described, namely: practice on professional aptitude, practice-orientation, practice of a professional field, practical semester. It has been found that the practice on professional aptitude is not an integral part of the university phase of training, but is one of the conditions for admission to the internship after the graduation from the university. It has been established that an obligatory condition for enrolling an applicant for a teacher position is an internship – the second phase of teacher training in the FRG. It is revealed that during professional pedagogical practice and internship considerable attention is paid to the reflection of the individual experience of the student and the trainee, which provides an opportunity to analyze the abilities of the future teacher and determine the prospects for further professional development. The value of the student portfolio, which contains the protocol of reflection of the individual experience of practice and is a description of professional biography of the future teacher, is revealed. The portfolio is one of the conditions for admitting a student to undergo an internship at a school after completing university studies. It has been determined that the effectiveness of future teachers training depends not only on the content of educational programs, but also on the quality of pedagogical support of persons involved in the advisory support for students. It is substantiated that progressive ideas of the German experience of pedagogical education are relevant in the context of educational reforms in Ukraine. ER -