Abstract
One of the most important purposes of Higher Education is to train highly competent specialists, to provide high quality education as a result of mastering educational programs in accord with the requirements of Federal State Educational Standard (FSES) of Higher Education. This purpose is the key point in the work of any Institution of Higher Education. Modern competences paradigm of Higher Education (bachelor’s degree) is directed to form the following types of competences: general cultural competences (gcc), general professional competences (gpc) and professional competences (pc) which are presented in the working programs of the faculties or departments the subjects are taught by. In the set of compulsory subjects there is Working (teaching) practice of Bachelor’s degree Linguists which is held in secondary general education schools. This kind of practical education is considered by teachers, psychologists and scientists-methodologists as one of the most significant stages in training teachers which leads to improving professional competences of students-linguists - future foreign language teachers. In this article we pay attention to investigation of professional competencies of linguists – future foreign language teachers. It is in the course of teaching practice that future specialists have opportunities to demonstrate knowledge, skills and abilities, to implements and improve their professional competences.
Highlights
A problem statementIt is indisputable fact that students’ teaching practice is and has always been the essential part of teacher training curriculum
In wide sense “practice” is a real activity of people aimed at development and progress of society
In the course of pedagogical practice linguistic students use knowledge, skills, methods of activity and attitudes formed in the course of studying disciplines from the fields of knowledge mastered in the process of the main educational program (MEP) of higher education: "Practical Course of the First Foreign Language", "Practice of Verbal Communication", "Methods of Teaching Foreign Languages", "Lexicology", "Stylistics", "Practical Grammar", "Multimedia and Technical Teaching Aids", " Theory of Translation ", "History and Culture of the Country of the Target Language", "Basics of the Theory of Intercultural Communication ", etc
Summary
It is indisputable fact that students’ teaching practice is and has always been the essential part of teacher training curriculum. Students’ teaching practice in secondary general education schools is one of the most important segments of professional training of future teachers. This type of practice is the link between theoretical education at the university and independent work of students during teaching practice at schools where students perform functions of both subject teachers and class teachers. The word “practice” – “praktikos” is of Greek origin It is used by teachers and methodology-scientists in the applied meaning. Students’ teaching practice has activity-based character and is aimed at immersion in the future profession, at acquisition of teaching practice experience at schools while working as a foreign language teacher and a class teacher. Murieva et al Nowadays students’ teacher training is still under investigation due to modern challenges
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