THE ROLE OF PEDAGOGICAL PRACTICE IN THE FORMATION OF THE PROFESSIONAL POSITION OF FUTURE TEACHER IN THE PRIMARY SCHOOL

The importance of understanding the future teachers of the elementary school about the role of pedagogical practice in fulfilling the tasks of increasing its applied functionalities in forming the professional position of the teacher is updated. Pedagogical practice is considered as educational-professional activity, which combines elements of training and practical training, formation of professional pedagogical thinking, professional-pedagogical orientation, value attitude to the teacher's profession, creative self-development of the student, which form the basis for the professional position of the future teacher-class teacher. The emphasis is on the technology of "ETRA" (Experience - Tactics - Reflection - Application), the use of which contributes to the development of pedagogical skills and skills through the involvement of students in various types of pedagogical practice in order to form a pedagogical experience as a basis for the professional position of the future teacher in professional activities. The components of the professional position of the future teacher of elementary school are determined - value-motivational, cognitive-intellectual, creative-activity, reflexivity and evaluation - their content content in the course of pedagogical practice. The necessity of psychological and pedagogical support of the future teacher of elementary school as a holistic and continuous process of studying and analyzing the activity of a studentpractitioner, formation and correction of his individual qualities, provision of professional assistance at all stages of pedagogical practice is noted. It is generalized that the distinctive feature of the psychological and pedagogical support of the future teacher of elementary school from the traditional practice of practice is the creation of conditions for tolerant professional communication at the level of the "subject-subject" interaction. It was found out that the organization and conduct of pedagogical practice, which would contribute to the formation of the professional position of the future teacher of elementary school, should be carried out in three stages: preparatory, formative and reflexive and final. The formative stage of pedagogical practice is characterized through the specification of the stages (adaptation of the future teacher of the elementary school to the new conditions of professional activity, activization of professional activity, creative interpretation of own professional pedagogical experience) and psychological and pedagogical support.It is concluded that the formative stage of pedagogical practice is a period of consistent change of ways of carrying out professional and pedagogical activity by the future teacher of elementary school: from performing - to reproductive and further - to creative interpretation of own experience, which testifies to the reflexive and final stage of pedagogical practice