THE ROLE AND PLACE OF PEDAGOGICAL PRACTICE IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF THE UKRAINIAN LANGUAGE AND LITERATURE

Abstract

The purpose of the article is to characterize the role and place of pedagogical practice in the professional training of future teachers of the Ukrainian language and literature.

Methodology. The following methods were used during the research: analysis of the regula­tory framework and scientific literature on the research problem, which made it possible to characterize the theoretical principles of organizing and conducting pedagogical practice; the method of observing the pedagogical practice of future teachers of the Ukrainian language and literature made it possible to identify problems that need to be solved; questionnaires and interviews of higher education students made it possible to systematize and generalize the obtained practical results. The conducted research was based on the provisions of several methodological approaches, in particular: activity, which provided for the active involvement of future teachers of literature in conducting lessons and extracurricular activities in the subjects of the language and literature field; competence, since pedagogical practice was to directly contribute to the formation of general and professional competencies outlined in educational and professional programs; axiological, because in the context of pedagogical practice, higher education applicants were to directly influence the formation of the value and worldview sphere of students, and therefore, were to demonstrate a certain model of behavior corresponding to the chosen specialty.

Scientific novelty. The article outlines the role and place of pedagogical practice in the professional training of future teachers of the Ukrainian language and literature in the context of reforming the educational sector.

Conclusions. It has been proven that during pedagogical practice, future teachers of the Ukrainian language and literature should realize the role and objective necessity of theoretical knowledge, formed skills and abilities, their applied nature, and can also critically assess the level of their own professional training, and on this basis design their own further educational and professional activities. Accordingly, the pedagogical practice of future teachers of the Ukrainian language and literature should be aimed not only at improving their professional and pedagogical training, but also at activating reflective activity (self-analysis, self-control, self-assessment), as well as at developing independence and creativity. It should contribute to the awareness of future teachers-linguists of the importance of the future pedagogical profession, and also reveal to them new opportunities in creative activity, new directions for self-realization, and the development of individual mastery in the use of pedagogical technologies, methods and means.