Practical training of pedagogical students in the context of pedagogical specialty certification

Abstract

In the era of comprehensive globalization and lightning-fast technological transformations, the educational sphere is facing unprecedented problems. World leaders are diligently looking for progressive methodologies focused on the formation of outstanding professionals who adequately respond to dynamic transformations in the pedagogical field. China, representing an economic mega-power with an extensive and multifunctional educational system, intensively directs resources to modernize its pedagogical direction. The emphasis on the need for practical teacher training in China is due to both strategic national directives and numerous studies implemented both domestically and internationally. In this regard, the main emphasis is placed on the symbiosis of traditional pedagogical techniques and avant-garde educational technologies. However, global innovations in the field of education, such as the concepts of continuing education, digital transformation and humanistic orientation, pose a challenge to Chinese educational institutions to ensure flexibility and prompt response to challenges. In this perspective, the importance of pedagogical qualifications becomes very high. The purpose of this material is to study the features of the practical training of future teachers in China, to identify key trends and problems that can determine the trajectory of pedagogical doctrine in the country.