Analysis of approaches to the formation of the content of future teachers-philologists’ pedagogical practice

On the basis of comprehensive study of the scientific pedagogical and psychological literature, a comparative analysis of the key approaches to the interpretation of the concept of “pedagogical practice”, which is considered to be one of the most important and integral components of professional training of future teacher-philologists, and is aimed at mastering language material, speech skills, cognitive and verbal abilities, etc, was carried out. In the article the content of pedagogical approaches to the formation of pedagogical practice of future teachers-philologists, in particular, axiological (represents set values), acmeological (aimed at professional development) and active (involves awareness of psychological mechanisms of assimilation of knowledge and skills in the learning process) approaches, was singled out and characterized.