FEATURES OF THE ORGANIZATION AND CONDUCT OF PSYCHOLOGICAL AND PEDAGOGICAL PRACTICE OF FUTURE PHILOLOGISTS IN THE CONDITIONS OF DISTANCE LEARNING

Abstract

The article reveals the features of the organization and conduct of psychological and pedagogical practiceof future philologists in the context of distance learning. Based on the analysis of the work program of psychological and pedagogical practice in specialty 035 “Philology”, specialization “Germanic languages and literature (includingtranslation – English)”, the article defines the nature, principles, content, structure and forms of its organization inuniversities in the context of distance learning. The study presents and analyzes the views of domestic and foreignauthors regarding the peculiarities of the organization of psychological and pedagogical practice in the systemof training a future philologist. It is determined that practice takes a leading role in the process of professionaltraining and requires a revision of approaches to its organization in connection with the change in traditional formsof education. The goal of psychological and pedagogical practice is the formation of professional skills and practicalskills, the acquisition of professional experience in pedagogical activities, and the provision of the process of furtherprofessionalization of students. The complexity of conducting psychological and pedagogical practice is due tothe introduction of quarantine throughout Ukraine from March 2020, which made it impossible for students tovisit schools. The adapted tasks of the practice are considered, taking into account the peculiarities of its conduct inthe conditions of distance learning, including acquaintance with the specifics of the activities of secondary educationinstitutions, attending classes in a foreign language at the Ukrainian school online, analyzing lessons, developinga script for an educational event for students, and the like.The process of organizing psychological and pedagogical practice required from teachers and studentsa creative approach and the ability to quickly adapt to new conditions. It is proved that in the course of conductingpsychological and pedagogical practice remotely, students acquire knowledge, skills, and abilities, whichcontributes to the emergence of a stable professional interest in the future profession. The authors see a prospectfor further research in the continuation of the study of this problem, to improve the system of measures aimedat forming the readiness of future philologists to implement the tasks of psychological and pedagogical practice.