Peculiarities of Pedagogical Internship Organization for Future Specialists of Foreign Philology in Blended Learning




Pedagogical Practice, Future Philologists, Foreign Language, Blended Learning, Distance Learning


The competitiveness of the professional training of future philologists depends on the opportunities for professional realization, due to the formation of specific competencies, one of which is the competency of teaching activities. The specified factor encourages the creation of students’ conditions to obtain opportunities for professional realization in the practical activity of a teacher in secondary education.

The conditions of a prolonged pandemic require the correction of the implementation of any type of educational activity by transferring it to the mode of distance learning which causes the need for students’ special training for pedagogical activities in the conditions of the mixed and distance mode in work of a secondary education.

The purpose of the article is to analyze the features of pedagogical internship organization for students of foreign philology in a mixed form of education.

The methodology is the analysis of scientific approaches to the definition the concepts "pedagogical practice of future philologists", "distance learning", "information and communication technologies (ICT)"; results’ presentation in the organization of pedagogical practice for philology students; determination of effective means for implementing the practical activities of an English language teacher in the conditions of distance learning which is based on the results of the pedagogical practice for philology students.

Results. The pedagogical practice of philology students is aimed at forming the practical skills necessary for teaching a foreign language, in particular in all types of speech activity: speaking, reading, writing, listening. The formation of students' abilities to take into account the peculiarities of the presentation of educational information and the practice of specific foreign language skills for learners in the conditions of distance learning acquires importance.

The analysis of the options of several platforms for the implementation of distance learning of a foreign language revealed the greatest effectiveness of the ZOOM program which was confirmed among other things by its selection as a common platform for training by basic colleges in O.M. Beketov National University of Urban Economy in Kharkiv (Ukraine).

According to the results of pedagogical practice in the distance learning mode of the basic colleges, the need to correct the program of practices and the content of psychological and pedagogical disciplines and the methodology of teaching a foreign language, taking into account the characteristics of the teacher's activity in the conditions of the distance mode of work with the study group, was determined.

In conclusion it should sum up that it is important to focus students on a clear distribution of time for the implementation of all types of speaking activities in a foreign language for students in the classroom and the reflection of these tools at specific stages of a lesson, taking into account the time of assessment and reflection.


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Author Biographies

Oksana Rezvan, O. M. Beketov National University of Urban Economy in Kharkiv, Ukraine.

Doctor of Sciences (Pedagogy), Ph.D. in Pedagogy, Full Professor, Head of Psychology, Pedagogy and Language Training Department, O. M. Beketov National University of Urban Economy in Kharkiv, Ukraine.

Alla Krokhmal, O. M. Beketov National University of Urban Economy in Kharkiv, Ukraine.

Ph.D. in Pedagogy, Associate Professor, Foreign Languages Department, O. M. Beketov National University of Urban Economy in Kharkiv, Ukraine.


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How to Cite

Rezvan, O., & Krokhmal, A. (2022). Peculiarities of Pedagogical Internship Organization for Future Specialists of Foreign Philology in Blended Learning. Educational Challenges, 27(2), 169-184.