Formation of professional competencies of future art teachers in the context of different models of plein air practice

The article investigates the influence of organizational models of plein air practice on the formation of professional competencies in future art teachers. The relevance of this work is determined by the need to adapt pedagogical education to modern challenges and search for optimal forms of practical training organization for students. The purpose of the study is a comparative analysis of didactic potential of concentrated and distributed forms of plein air practice. The methodology includes theoretical analysis of scientific literature, pedagogical observation, and student survey. A special diagnostic toolkit has been developed—a map of observations and questionnaire—to assess the level of universal and general professional competency development. Experimental results demonstrate differentiated impact of two practice models: the concentrated form more effectively develops teamwork and safety skills, while the distributed one contributes to the formation of systemic thinking, self-organization, and project management abilities. Practical significance lies in developing scientifically grounded recommendations regarding choice and combination of practice forms aimed at improving the quality of preparation for future visual arts teachers. Study conclusions confirm the expediency of flexible approach towards organizing plein air practices considering their goals and required educational outcomes.