PROFESSIONAL READINESS OF PROSPECTIVE ENGLISH TEACHERS AS AN INDICATOR OF CONTINUITY IN TRAINING

Abstract

The article explores the professional readiness of prospective English teachers as an important indicator of continuity in the “university – school” training system. The study examines the persistent gap between the academic preparation of graduates and the actual requirements of schools. Even though the Federal State Educational Standards have been updated and the practice-oriented models introduced, many young teachers still feel unsure about their readiness to start working independently, while employers regularly note gaps in methodological, psychological-pedagogical and organizational competencies. Drawing on the work of Russian scholars, the authors view professional readiness as a complex personal construct that comprises motivational-value, cognitive, activity-based and reflective components. The empirical part of the study is based on a comparative analysis of online questionnaire data collected from three groups of participants. The questionnaires were designed to identify weak points in the continuity of training, to assess the current level of professional readiness and to clarify what employers expect from the system of teacher training education. The findings point to a crisis of professional identity among future English teachers, insufficient practical training during university studies and the largely formal character of mentoring during teaching practice. Based on these results the authors put forward a few recommendations aimed at strengthening cooperation between universities and schools. These measures are intended to raise the quality of teacher training, to reinforce continuity between the two educational stages and lower the risks of professional burnout and early outflow of young specialists from the teaching profession.