FUTURE FOREIGN LANGUAGE TEACHERS’ PROFESSIONAL READINESS FOR SECONDARY EDUCATION REFORMS: KEY CHALLENGES
DOI:
https://doi.org/10.35433/pedagogy.1(120).2025.6Keywords:
professional readiness, continuous pedagogical practice, future FL teacher, professional competence, higher education institution, general secondary education institution, preparatory and independent teaching practiceAbstract
The article examines the professional readiness of future foreign language teachers to implement reforms in secondary education institutions, emphasizing the importance of continuous pedagogical practice in their professional training.
The research examines the role of continuous pedagogical practice in the professional training of future foreign language teachers, focusing on its significance in the context of the New Ukrainian School reform. The study analyzes existing data on teacher preparation, highlighting the integration of practice-based learning within university curricula.
A particular focus is placed on the types of pedagogical practice, their objectives and their functions in shaping future educators. The authors explore the challenges of aligning theoretical knowledge with real-life teaching experience, addressing issues such as the need for innovative methodologies, digitalization and multilingual education.
Through an in-depth analysis of pedagogical tendencies and international trends, the article identifies best practices that enhance the effectiveness of FL teacher professional training. The study advocates for a systematic revision of teacher education study programs to ensure that continuous pedagogical practice effectively prepares future teachers for modern educational challenges.
Based on the example of the Zhytomyr Ivan Franko State University, the study identifies several types of preparatory and independent teaching practice at general secondary education institutions. Preparatory practice includes guided observation practice, teacher assistantship and linguistic-methodological practice, while independent teaching practice involves summer language camps practice and teaching (pedagogical) practice.
The authors analyze the significant role of higher education institutions in fostering the social and professional identity of foreign language teachers, which continues to develop throughout their professional careers. It calls for a more structured, practice-oriented and adaptive approach to FL teacher training, aligned with international best practices and the dynamic needs of contemporary language education.
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