Formation of professional competence of future specialists in philology during the end-to-end practice

Keywords: professional competence, professional transformation, pedagogical activity, methodological approaches.

Abstract

In the process of professional development of future teachers of philological specialties, it became clear that priority is given to the organization of cognitive activity. The purpose of the article is to characterize the competencies acquired during the practice by future specialists of philological specialties, ways of practical work, a description of the implementation of professional transformation, motivation and values. The use of methods of analysis, synthesis contributed to the study of educational and regulatory documentation, domestic and foreign psychological and pedagogical literature in order to determine the level of development of the research question.

It is proved that the application of personality-oriented, activity, competence, acmeological, axiological, contextual and integrative approaches to students in higher education is designed to help them implement the accumulated theoretical knowledge and practical skills. The systematization and generalization of special competencies as an important condition of professional formation of future specialists is analysed.

The article analyses the positive students’ motivation for future teaching activities; the ability to apply the acquired knowledge by future specialists in pedagogical activity is characterized.

The essence of professional training of future teachers of philological specialties during the practice is specified. The competencies acquired during the practice by future specialists of philological specialties, the implementation of professional transformation, motivation and values are specified.

Emphasis is placed on theoretical ideas about the formation of professional competence as a factor in the successful professional development of future teachers of philological specialties; methodological approaches to the professional development of future teachers of philological specialties in the system of higher education (personality-oriented, activity, competence, acmeological, axiological, contextual and integrative).

In the process of organizing the educational process, the main attention is paid to the formation of future specialists' understanding of the essence of professional development, its importance in the field of pedagogical phenomena. During the involvement in the tasks of practice, students develop professional competence, which manifests the specifics of the research and teaching staff.

References

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2. Kononenko, I.A. (2017). Profesiine stanovlennia maibutnikh uchyteliv filolohichnykh spetsialnostei u systemi vyshchoi osvity Frantsii [Professional formation of future teachers of philological specialties in the system of higher education in France]. Candidate’s thesis. Pereiaslav-Khmelnytskyi : Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University [in Ukrainian].

3. Onats, O. (2005). Praktyka formuvannia profesiinoi kompetentnosti molodoho vchytelia [The practice of forming the professional competence of a young teacher]. Shliakhy osvity [Ways of education], 3, 35-39 [in Ukrainian].

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Author Biography


Inna Kononenko

Doctor of Philosophy in Pedagogy (Ph.D),
Department of Foreign Philology, Translation and Teaching Methods,
Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University
30, Sukhomlynskoho Str., Pereiaslav, Kyiv region, Ukraine, 08401
ORCID: innakononenko83@ukr.net
ORCID: 0000-0001-9553-5339

Published
2020-06-25
How to Cite
Kononenko, I. (2020). Formation of professional competence of future specialists in philology during the end-to-end practice. Professional Education: Methodology, Theory and Technologies, (11), 82-95. https://doi.org/10.31470/2415-3729-2020-11-82-95