The Educational (introductory) practice of students of the 1st year of the educational program “Pedagogy and Psychology”, the PiP-24-1 group, was held at the KSU “Secondary School No. 86” of the Akimat of the city of Karaganda, the State Institution “Department of Education of the city of Karaganda”. The training practice took place from January 20 to January 30, 2025.
The purpose of the practice was to develop students’ ability to establish connections between theoretical knowledge and practice in the complex of teacher training, ready to apply psychological, pedagogical and social knowledge in various spheres of human activity and conduct scientific psychological and pedagogical social research. Developing students’ ability to comprehensively comprehend factual material.
The main objective of the internship is to prepare students for the future profession of a teacher-psychologist, to familiarize them with the tasks and content of work in this field, as well as to expand and consolidate professional competencies acquired during the study of theoretical and practical courses at the Academy. The object of the future teacher-psychologist’s practical activity are psychological, pedagogical and social phenomena, processes and aspects considered in the framework of educational and educational activities of students.
In general, students were provided with comprehensive information about the activities of a teacher-psychologist at school, as well as with whom and how they should interact. An educational psychologist in an educational institution works not only with children, but also actively participates in improving and strengthening the relationship between children and parents, as well as in the interaction between teachers and parents. In the context of modern changes, a teacher-psychologist has no right to work without the written consent of parents. Parents can also contact a teacher-psychologist with a request to work with their child. The educational psychologist must obtain written permission from the parents at the beginning and in the middle of the school year to provide assistance to the child throughout the year. If parents do not want a psychologist to work with their child, they can forbid it.
The educational psychologist works in 4 main areas: psychodiagnostic orientation, psychological prevention, psychological counseling, psychological correction and development, i.e. correctional work. The students analyzed the internship plan with a specialized teacher-psychologist Karina Samalovna in the Russian department, got acquainted with the plan and received detailed information about what materials they should work with during the internship.
Sabira Sartaevna, the head of the practice, regularly provided students with consultations, sharing business recommendations and tips during the practice.
The purpose of the educational (introductory) practice was achieved, because upon completion, students gained a general understanding of the psychological service in an educational institution, got acquainted with the key areas of work of a teacher psychologist, his professional functions, job responsibilities and activities, as well as the psychological methods and technologies that they use.
The results of defending students’ reports were evaluated using a differentiated assessment and an established point-rating system.
In conclusion, I would like to note that the educational (introductory) practice is organized at a high professional level, which is a clear evidence of the responsibility and competence of managers. We sincerely thank all the participants for their active and interested participation. Your enthusiasm, commitment to improvement, and willingness to put your knowledge into practice inspire confidence in the successful future of each of you. May the acquired experience and knowledge become a solid foundation for further professional growth, and each new step brings good luck and new achievements. We wish you further success, creative inspiration and self-confidence on your way to professional heights!
