Pedagogical internship as a means of forming pedagogical selfidentification of future primary school English language teachers in the PR China

Abstract

Vocational knowledge is the basis of the competencies of primary school English teachers and provides a foundation for further work with children aged 6 to 10 years old. Primary school English teachers should possess knowledge of the theory of teaching the aesthetic cycle and physical education, psychological and pedagogical foundations of professional activities, development of cultural and historical foundations of teaching, knowledge of medical and biological foundations of physical activity of junior students, knowledge of safety rules. Practical knowledge includes implicit knowledge, which consists in gaining pedagogical experience, skills and abilities that students acquire through many attempts and research in a real learning situation. Practical knowledge helps students prepare for future teaching activities not as interns but as teachers. Methodical knowledge is closely related to professional internship and promotes effective interaction with students, understanding of their physical and psychological characteristics, teaches to take effective measures to solve problems that may arise during teaching and develop their own style of work. The article reveals gaps in training English teachers in PRC and considers conditions and possible ways for organizing effective pedagogical internship for future primary school English teachers in PRC.