Article
Article name The Analysis of Testing Traditional Forms of Teaching Practice in the Post-Pandemic Period
Authors Mikhalyova S.N.Candidate of Philology, Associate Professor zoya_mihaleva@mail.ru
Dorogavtseva I.S.Candidate of Cultural Studies irinadorogawzewa@mail.ru
Bibliographic description Mikhaleva S. N., Dorogavtseva I. S. The Analysis of Testing Traditional Forms of Teaching Practice in the Post-Pandemic Period // Scholarly Notes of Transbaikal State University. 2023. Vol. 18, no. 3. Р. 143–151. DOI: 10.21209/ 2658-7114-2023-18-3-143-151.
Section
DOI 10.21209/2658-7114-2023-18-3-143-151
UDK 37.02; 378.147.88
Article type Original article
Annotation The article focuses on the analysis of bachelors’ teaching practice in foreign languages, considering the difficulties of the post-pandemic situation. The pandemic intervened in the teaching process and caused the university to cancel traditional forms of standard on-the-job training. It requires the analysis of student’s adaptation to classic teaching forms that could make an emphasis on the communicative skills in the educational process, as well as on the effectiveness of distant learning. The study deals with the first post-pandemic on-the-job training of the 4th year students of the Transbaikal State University. Its topicality is determined by the necessity of returning from distant learning to traditional forms of work. Thus, the article analyses the challenges students deal with during their teaching practice. The article focuses on the specifics of teaching training at a language faculty. The research approach is based on the combination of a theoretic analysis and a questionnaire survey. Students who had an internship in English and Chinese were asked to answer questions regarding both the general level of their satisfaction with the work done and the specific difficulties that arise during the internship period; they also could express their wishes for the further organization of teaching practice at the faculty. The results prove that distant learning forms and teaching methods, though being a challenge, nevertheless demonstrate their effectiveness in the theoretical training of students: distant work did not hinder the return to traditional in-person practice forms. Furthermore, the long-term absence of direct communication, which became stressful for many, not only did not lead to the loss of communication skills, but also made students realize the paramount importance of direct interpersonal dialogue in the educational process. The authors tried to highlight some positive and negative features of distance learning, which made it possible to use the accumulated experience and avoid repeating the mistakes made. The article may be of interest for specialists in teaching methods, as well as for students, graduate and postgraduate students.
Key words teaching training, higher education; professional skills, learner-centered education, questionnaire survey
Article information
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