PEDAGOGICAL PRACTICE AS A STAGE OF PROFESSIONAL FORMATION OF A FUTURE PHILOLOGIST

Abstract

The relevance of the problem is stipulated by the need to train highly qualified teaching staff capable of working effectively in the field of education. The article notes that pedagogical practice plays a key role in the professional development of future philologists, ensuring the integration of theoretical knowledge and practical skills in the field of teaching language and literary disciplines. It is analysed how it contributes to the development of methodological competence, pedagogical thinking, communication skills and the formation of their own teaching style. Students are given the opportunity to apply the knowledge gained in the real conditions of the educational process, which contributes to their adaptation to future professional activities.The methodological basis of the study was the theoretical and methodological developments of linguists, psycholinguists, and philologists who focus on improving pedagogical skills, forming linguistic and didactic competence, and developing modern methodological approaches. Their research confirms that pedagogical practice is an integral part of language teacher training.The authors of the article analyse several key stages of pedagogical practice, including propedeutic practice, practice in general secondary education institutions and practice in educational work. The article notes that each of these stages is aimed at gradually immersing students in pedagogical activities and developing the necessary professional competencies.In particular, students learn to analyse the educational process, use innovative teaching methods, adapt to the psychological characteristics of students and carry out educational work. Of particular importance is the development of reflective skills that allow future teachers to analyse their own performance, identify strengths and weaknesses, and improve their professional skills. Research shows that effectively organised pedagogical practice, which has a direct link to theory, is an important factor in improving the quality of future teachers’ training. The article draws balanced conclusions. It is emphasised that pedagogical practice not only ensures the acquisition of theoretical knowledge, but also forms the professional identity of a future philologist, contributing to his/her readiness for successful work in the field of education.