PRE-GRADUATION PRACTICE AS THE FINAL STAGE OF THEORETICAL AND PRACTICAL TRAINING OF FUTURE FOREIGN LANGUAGE TEACHERS

Abstract

Pre-graduation practice is a mandatory component of training teachers, but the forms and methods of organizing and conducting the practice can vary significantly across different higher education institutions. The authors show the effectiveness of their algorithm for conducting pre-graduation practice, as well as to demonstrate the specific features of its substantive content that are a result of changes occurring in education today. To this end, the objectives and tasks of the practice are defined, taking into account innovative trends in modern education, particularly digitalization. All stages of the practice are described, with particular attention paid to the orientation stage, which, according to the authors, determines the level of development of the competencies graduates should have to solve research and practical professional problems. With that that end in view, the authors suggest questions for individual interviews covering all competencies developed during the pre-graduation practice, after which students are given recommendations they should follow during their practice. The need to consider the digital transformation of education when developing the topics for final qualifying theses, the preparation for which takes place during pre-graduation practical training, is substantiated. The authors’ experience demonstrates the effectiveness of the proposed algorithm and content of the pre-graduation practice for training highly qualified specialists in foreign language teaching.