PROFESSIONAL READINESS FOR THE PEDAGOGICAL ACTIVITY OF FUTURE FOREIGN LANGUAGE TEACHERS: A PROBLEM FIELD
DOI:
https://doi.org/10.58407/visnik.232114Keywords:
professional readiness, pedagogical activity, survey, higher education students, future foreign language teachersAbstract
Readiness for pedagogical activity is one of the most relevant issues in the educational process today. It directly affects the quality of domestic education and reflects all negative social phenomena at the level of preparing motivated teachers for their work.
The article aims to identify the essential components of future teachers' readiness for the teaching profession and the awareness of the special place of this profession in the system of modern social coordinates. The survey method used to conduct a survey of higher education pedagogical students after their practical (teaching) training allows for the identification of personal motives for choosing the profession, preferences in the process of teaching activities, difficulties that arise when immersed in the actual educational process, and to adjust the professional motivation of future foreign language teachers.
The research methodology involves the application of general logical methods of analysis, synthesis, and generalization of issues related to the study of professional readiness in the humanities discourse, such as psychology, pedagogy, philosophy of education, and others. Surveying as a specific method of questioning, conducted once, allowed us to identify types of motivational choices for future English language teachers, clarify and systematize the main problems that arose during the professional (pedagogical) practice of higher education students majoring in «Secondary Education (English Language and Literature) and Secondary Education (Ukrainian Language and Literature, English Language).»
The axiological approach has determined future foreign language teachers' values and life priorities in choosing their future professional activity. The scientific novelty of the research is associated with an attempt to investigate the peculiarities of professional training for the pedagogical activity of future foreign language teachers, the place of the foreign language itself in the priorities of choosing a profession, using a survey method to determine the level of professional readiness for pedagogical activity after completing practical (pedagogical) training.
Conclusions. The study identifies essential components of readiness for the profession of a foreign language teacher, reveals significant difficulties in forming the motivational component, outlines several general problems that arose during the completion of practical (pedagogical) training and explores effective techniques for improving the quality of professional readiness for future teachers' pedagogical activities.
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