IMPLEMENTATION OF SCAFFOLDING TECHNOLOGY IN THE PROCESS OF PROFESSIONAL TRAINING OF TEACHERS: FROM MICROTEACHING TO METHODOLOGICAL AND LANGUAGE MENTORING

Abstract

The article reveals a problem of using scaffolding technology, microteaching, methodological and language mentoring in the process of professional training of future foreign language teachers. The purpose of the article is to present and analyze the experience of using scaf- folding technology in the holistic process of professional training of future foreign language teachers, and the scaffolding technology is considered by the authors as a technology that allows facilitating the way of future foreign language teachers from microteaching to methodological and language mentoring. The article provides an analysis of the views of scientists and practicing teachers on the pedagogical problem of using scaffolding and microteaching technology in working with students. The analysis of the scientists’ works allow to state that, although this problem is currently of great interest to the scientific community, it nevertheless remains insufficiently studied and requires further research. The article presents and summarizes the material collected by the authors on the scientific problem being studied, clarifies the concepts of scaffolding and microteaching, and introduces the concept of methodological and language mentoring into scientific circulation. Features of organizing students’ work in the format of microteaching, methodological and language mentoring are identified and described. The idea is substantiated that the use of scaffolding technology in working with students allows for pedagogical support to be provided in a measured and reasonable manner, and as students’ independence increases and they master the necessary competencies, the share of this support decreases, gradually reducing it to zero. Based on the analysis of the results of the authors’ own pedagogical observations, generalization of personal pedagogical experience, it is established that the implementation of scaffolding technology in combination with microteaching, methodological and language mentoring contributes to the activation of students’ subjective position, which has a positive effect on their academic and professional motivation. The authors conclude that the use of scaffolding technology, microteaching, methodological and language mentoring by higher education teachers in their work with students allows them to train students most effectively for industrial (pedagogical) practice and the procedure of demonstration exam on foreign language teaching methods, and as a result of mastering the main professional educational program – for successful professional-pedagogical activity in educational organizations.