The role of practice in the formation of a system of professionally significant values for future philology teachers

Abstract

Taking into account the importance of practical training for students in higher education, the article examines the importance of practices included in the curricula of students in philological areas of training: educational (folklore), educational (dialectological), industrial (pedagogical), as well as industrial (research work); the role of practices in the formation of a system of professionally significant values of a teacher, in particular a teacher-philologist, is determined; diagnostics were carried out to identify the difficulties of students that arose as a result of undergoing industrial teaching practice, as well as the awareness of future philology teachers of the axiological component of their professional activity; the results of student diagnostics are taken into account when organizing the educational process. Using this approach when assessing the results of the survey allows us to determine the directions of work for the training of teaching staff with a philological orientation. When analyzing the responses of student trainees, we did not assign a rank to one or another difficulty, depending on how many respondents identified it as problematic. It is impossible to rank problems by noting the level of awareness of complexity by trainees if students objectively indicated the difficulties that arose during the internship. By systematizing the responses received from philology students, we identified a range of problems that cause the greatest difficulties during industrial teaching practice with the aim of further eliminating them.