Pedagogical aspect of professionalization of philology students
In modern education, approaches to the professional training of future specialists are being developed. Reforms in education are aimed at improving the professionalism of specialists based on new ideas and approaches. A competency-based approach to the professional training of students, the educational needs of the individual, the need for continuous education of people require the development of sound recommendations for increasing the level of professionalism, approaches to it, and improving its quality. In language universities, along with foreign language training, pedagogical professionalization is carried out. Our earlier study of novice teachers of foreign languages showed that they experience difficulties in teaching. This concerned the lack of formation of some elements of the structure of pedagogical activity. In foreign studies devoted to pedagogical professionalization, it was revealed that students who receive the teaching profession evaluate educational components in pedagogical sciences as not related to practice, little cumulative in terms of content and little related to work. The foregoing served as the basis for continuing the study of the problem - the study of the pedagogical professionalization of students of a language university. We found that students attach insufficient importance to pedagogical knowledge, focusing on language disciplines, and they also have insufficiently expressed focus on educational activities. But the teacher must provide pedagogical support for the socialization and upbringing of students, one of the functions of which is to unleash the potential of each child in mastering a foreign language. The article also discusses approaches to improving the pedagogical professionalization of students in philology. With the aim of the sustainable influence of pedagogical disciplines on the preparation of students, it is necessary to ensure interdisciplinarity in the education of students-philologists. The linguoacmeological approach to language education is focused on the indicators of the functioning of linguo-pedagogical systems. There is a need to create a concept focused on the development of effective models of a linguo-pedagogical system that provides professionalization of the training of future specialists.