ОСОБЛИВОСТІ ОРГАНІЗАЦІЇ ТА ПРОВЕДЕННЯПСИХОЛОГО-ПЕДАГОГІЧНОЇ ПРАКТИКИ МАЙБУТНІХ ФІЛОЛОГІВЗА УМОВ ДИСТАНЦІЙНОГО НАВЧАННЯ

Abstract

The article reveals the features of the organization and conduct of psychological and pedagogical practice of future philologists in the context of distance learning. Based on the analysis of the work program of psychological and pedagogical practice in specialty 035 “Philology”, specialization “Germanic languages and literature (including translation – English)”, the article defines the nature, principles, content, structure and forms of its organization in universities in the context of distance learning. The study presents and analyzes the views of domestic and foreign authors regarding the peculiarities of the organization of psychological and pedagogical practice in the system of training a future philologist. It is determined that practice takes a leading role in the process of professional training and requires a revision of approaches to its organization in connection with the change in traditional forms of education. The goal of psychological and pedagogical practice is the formation of professional skills and practical skills, the acquisition of professional experience in pedagogical activities, and the provision of the process of further professionalization of students. The complexity of conducting psychological and pedagogical practice is due to the introduction of quarantine throughout Ukraine from March 2020, which made it impossible for students to visit schools. The adapted tasks of the practice are considered, taking into account the peculiarities of its conduct in the conditions of distance learning, including acquaintance with the specifics of the activities of secondary education institutions, attending classes in a foreign language at the Ukrainian school online, analyzing lessons, developing a script for an educational event for students, and the like.The process of organizing psychological and pedagogical practice required from teachers and students a creative approach and the ability to quickly adapt to new conditions. It is proved that in the course of conducting psychological and pedagogical practice remotely, students acquire knowledge, skills, and abilities, which contributes to the emergence of a stable professional interest in the future profession. The authors see a prospect for further research in the continuation of the study of this problem, to improve the system of measures aimed at forming the readiness of future philologists to implement the tasks of psychological and pedagogical practice.Key words: distance learning, practice, MOODLE Internet platform, ZOOM platform, student, Ukrainian online school.