| 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. |
| References |
1. Podgorskaya, O. N. Teaching practice as an instrument of forming the professional competence of
a future foreign language teacher. Actual problems of linguodidactics and linguistics: essence, concepts,
prospects. Proceedings of the 2nd International Scientific and Practical Conference. Volgograd, 2009, vol. 1:
205–209. (In Rus.)
2. Vildanova, A. R. The role of pedagogical practice in the professional development of future teachers.
Pedagogical and psychological sciences: topical issues: materials of the Intern. in absentia scientific-practical.
conf. Proceedings of the International Scientific and Practical Conference. 31.10.2012. Novosibirsk: 2012.
Part 1: 51–55. (In Rus.)
3. Lomakina, G. R. Developing of professional competence of students of language faculties during
teaching practice. Young Scientist, no. 3, pp. 487–489, 2013. (In Rus.)
4. Ionova, A. M. Methods of teaching professionally oriented oral communication of undergraduate
students, based on a linguoculturological approach: Dr. ped. sci. diss. Moscow, 2012. (In Rus.)
5. Aleshkovsky, I. A. Students of Russian universities about distance learning: evaluation and
opportunities. Higher Education in Russia, no. 10, pp. 76–91, 2020. (In Rus.)
6. Gafurov, I. R. Transforming higher education during the pandemic: pain points. Higher Education in
Russia, no. 10, pp. 101–112: 2020. (In Rus.)
7. Grigoriev, G. P., Rudakova, O. A. Actual problems of distance learning: the psychological aspect.
Problems of Modern Pedagogical Education, no. 70–1, pp. 324–330, 2021. (In Rus.)
8. Narbut, N. P. Forced distance learning as an incentive for technological changes in higher education
in Russia. Vestnik Rossiiskogo universiteta druzhby narodov. Sociology, no. 3, pp. 611–621, 2020. (In Rus.)
9. Bobrova I. A., Dorogavtseva I. S. Specifics of Job Training of Final Year Students in Second Language
Teaching (Teaching German). Bulletin of the Peoples’ Friendship University of Russia. Proceedings of the
International Scientific and Practical Conference. Chita, 16.09.2022: 205–208. (In Rus.)
10. Lessons from the “Stress Test”: Universities in the context of the pandemic and after it: Analytical
report. Web. 20.03.2021. https://www.hse.ru/data/2020/07/06/1595281277/003_Доклад.pdf (In Rus.)
11. Oborin, M. S. The impact of the COVID-19 pandemic on the educational process. Service in Russia
and abroad, vol. 14, no. 5, pp. 153–163, 2020. (In Rus.)
12. Klimova, L. N. Professional practice as an instrument for intensifying the solution of educational
problems in design pedagogy. Vestnik FGOU VPO MGAU, no. 6, pp. 78, 2009. (In Rus.)
13. Roslyakova, N. I. Reflection as a component of the professional identity of the future specialist.
Bulletin of the Adyghe State University, vol. 5, 2008. Web. 14.02.2023. https://cyberleninka.ru/article/n/
refleksiya-kak-komponent-professionalnoy-individualnosti-buduschego-spetsialista (In Rus.)
14. Samoilichenko, A. K., Tokmakova, A. A. Reflexivity as a Psychological Resource for Successful
Teaching of Higher Professional Education Students (on the Example of Economics Students). The Azimuth
of Scientific Studies: pedagogics and psychology, no. 4, pp. 272–275, 2017. (In Rus.)
15. Shtykhno, D. A. Transition of universities to remote mode during the pandemic: problems and
possible risks. Open education, no. 5, pp. 72–81, 2020. http://doi.org/10.21686/1818-4243-2020-5-72-81 (In
Rus.) |
