The global educational space requires specialists who reproduce not only theoretical knowledge, but also have personal and professional competences that can quickly adapt to the modern requirements of the labor market. Many countries have come to the conclusion that practice-oriented training has the necessary components for the development of competences necessary for a modern specialist in the field of education, as well as the acquisition of professional experience. Practice-oriented training is based on the application of theoretical knowledge in practice. This article considers teaching (pedagogical) practice as a kind of practice-oriented training and a tool for developing the competences of future teachers. The experience of organizing practice in the USA, Germany and Israel was reviewed. Using empirical methods on the example of the L. N. Gumilyov Eurasian National University, the level of formation of professional competences among undergraduates of the specialty “Social pedagogy and self-knowledge” is revealed, as well as the goals, principles of teaching (pedagogical) practice and training technologies are considered; the problems encountered by interns are listed. Among the main problems were the transition to distance learning, the psychological aspect, the lack of live communication and educational environment. In conclusion, recommendations were made to overcome the problems encountered.