The impact of a dual educationl system on the professional training of future preschool teachers in higher education institution

Abstract

The aim of the article is to determine the specifics of the impact of dual education on the future preschool teachers’ professional competence. The study employed such methods as testing, observation, and formative experiment.It was established that future preschool teachers are characterized by low motivation for professional activity, medium level of theoretical knowledge and professional skills, insuffi ciently developed pedagogical reflection. The hypothesis about the diff erence between the infl uence of dual and institutional education on the future preschool teachers’ professional competence was parally confirrmed. Dual education demonstrated the best effecveness in developing the active and reflective components in future preschool teachers. They are slightly better in the development of indicators of the cognitive component, the results belong to the insitutional form of higher education. The dual education programme is ineffective in developing the motivational component of the future preschool teachers’ professional competence. The obtained results open up opportunities to improve dual education programmes for the training of future preschool teachers: focus on the development of future preschool teachers’ professional motivation, improving theoretical knowledge in a preschool education institution. The results also indicate the need to enhance the evelopment of motivation and professional reflection of future specialists in the institutional form of higher education. The prospects for further research are the study of the possibilities of using dual education in the training of students of other pedagogical majors.