Final Report on the Pedagogical Practice of Doctoral Students

On February 20, 2026, the Department of Preschool Education and Social Pedagogy of the Faculty of Pedagogy and Psychology held a session to review the final reports on the pedagogical practice of second-year doctoral students enrolled in the educational program “8D01201 – Preschool Education and Upbringing.” The pedagogical practice was conducted from January 12 to February 14, 2026 (5 weeks) at the department and was carried out for students of the educational programs 6B01201 – Preschool Education and Upbringing and 6B01204 – Preschool Education (IP).

The pedagogical practice was aimed at integrating the doctoral students’ research training with the real educational process, deepening their professional and methodological competence within the context of higher education, and improving their skills in conducting academic classes through the application of modern educational technologies. During the practice period, doctoral students delivered classes in core professional disciplines, including preschool psychology, developmental and social pedagogy, communicative and speech development of early and preschool children, games and play activities of modern preschoolers, teaching methods and technologies, fundamentals of project-based activity, digital pedagogy and cognitive technologies in preschool education, methodology of teaching pedagogical disciplines, practicum on assessment of knowledge and skills, methodology of musical education, methodology of physical education of preschool children, as well as children’s literature.

In organizing the educational process, the doctoral students conducted scientific and methodological analyses of the educational content, aligned course goals and objectives with expected learning outcomes, contributed to the improvement of syllabi, and designed the structure of lectures and practical classes based on a competence-oriented model. Interactive teaching methods, case analysis, project-based approaches, elements of problem-based learning, digital resources, and educational platforms were effectively applied. Particular attention was paid to enhancing students’ academic engagement, developing critical thinking, and fostering research skills.

The results of the pedagogical practice demonstrated its significant role in shaping the professional identity of doctoral students as higher education instructors. The doctoral students showed the ability to organize the educational process on a sound scientific basis, adapt educational content to the requirements of digital transformation, implement pedagogical innovations in practice, and engage in academic discourse. During the final reporting session, each doctoral student presented an analysis of the classes conducted, the pedagogical methods applied, the results achieved, and the dynamics of professional growth, substantiating the interconnection between practical teaching activities and research work.

Thus, the pedagogical practice, organized in accordance with the academic calendar of the 2025/2026 academic year, facilitated the integration of theoretical knowledge with real pedagogical activity, enhanced the level of professional training aimed at ensuring the quality of higher education, and contributed to the comprehensive development of scientific and pedagogical competence. The department staff positively evaluated the results of the practice and noted the qualitative progress in the professional development of the doctoral students.