A Practice-Oriented Approach as a Condition of Personality Formation of Future Educators on the Value Foundations of Ethnological Pedagogy

У статті розглядається проблема застосування практико-орієнтованого підходу як умова формування особистості майбутніх вихователів на ціннісних засадах етнопедагогіки. Визначається модель практико-орієнтованого етнопедагогічного підходу. Подана характеристика сутності та структури цільового, змістового, технологічного компонентів означеної моделі. Представлено досвід використання практико-орієнтованого підходу у процесі вивчення навчальної дисципліни «Етнопедагогіка дошкільна». Визначено змістові елементи та умови застосування практико-орієнтованого підходу в підготовці майбутніх фахівців.Purposeful development, professional formation of the personality is impossible without defining the socio-cultural values of society. Today future teachers face the task of choosing the right worldview priorities, benchmarks, self-determination, the awareness of responsibility for their actions before society. That is why along with the overall professional competence the teacher faces the challenge of assimilation and appropriation of the future teachers’ ethnic and cultural values and applies them in professional activity. In the preparation of the future educator it appears the space in which develops social activity of the personality, subject-subject interaction, a system of value orientations. Therefore, it is a practice-oriented approach that was chosen as the most productive in solving the problem of assimilation and appropriation by the students of ethno-cultural values. A practice-oriented approach we consider as an active form of organization of professional training of the future teachers, which is used in theoretical and practical training components and is implemented in the process of active students practice in preschool. Work with students was carried out in the process of studying the discipline “Preschool education”. A practice-oriented approach was implemented using the model that includes the target, content and technological components. The target component defines the direction of the educational work on familiarizing students with ethno-cultural values and national traditions. Contextual components built with regard of knowledge and skills of students acquired during the study of theoretic-methodological basis of professional disciplines. Technology component included implementation of forms and methods of interaction between the student and the child of preschool age. A practice-oriented approach contributed to the students’ awareness of the essence of ethno-pedagogic achievements, gain experience of teaching and upbringing of preschool children