Organization of teaching practice in higher school as a factor of professional competence development of future foreign languages teachers.

Abstract

The article examines the peculiarities of organization of teaching practice in higher school at the modern stage. The author analyzes the stages of such training: preparatory (introductory practice), the main (educational practice) and finishing (training) in the structure of teaching practice. It was revealed that teaching practice is characterized as students' continuous and consistent mastery of the professional skills based on the requirements of the competency approach to the level of future foreign languages teachers training. This leads to the need to consider teaching practice as a form of professional training activities aimed at the actualization of professional competence self-development in future teachers of foreign languages, formation of pedagogical skills and culture. The author concluded that teaching practice as a factor of the development of professional competence of future foreign languages teachers training helps students to combine cognitive activity with the diagnostic one; facilitates adaptation to school, a better understanding of the nature and specificity of the profession of future foreign languages teachers; creates a communicative and cultural-aesthetic competence; contributes to the development of managerial skills, development of tactics and strategies of pedagogical communication, mastering a variety of training and education technologies.