Final report on the pedagogical practice of IV year students of AUL Faculty of English and German Languages ("Teaching German" specialty)

(414a, 414b and 415r groups)

June 19–20, 2025

In the period from June 19 to 20, 2025, the final report on the pedagogical practice of IV-year students of the Faculty of English and German of the Azerbaijan University of Languages, studying in "Teaching German'' specialty (groups 414a, 414b and 415r) was heard.

The commission included: Chairman - Associate Professor of the Department of English Language Teaching Methods, Candidate of Pedagogical Sciences Vefa Bagirova; Secretary - Senior Lecturer of the same Department Vusala Aliyeva; members - Lecturer Kenul Hasanzade, Associate Professor of the Department of Lexicology and Stylistics of the German Language, Candidate of Philological Sciences Khuraman Askerova, Associate Professor of the Department of Psychology, Candidate of Philological Sciences Shelyalya Babaeva, Senior Lecturer of the Department of Pedagogy Naiba Khiyalova, Methodologist of the Department of Additional Education, Practice and Career Naila Akhmedova, as well as № 35  secondary school teacher Sadagat Mamedova.

Students underwent pedagogical practice in a number of general education schools in the city of Baku, took an active part in the real educational process, demonstrating the skills of observation, planning, evaluation and teaching.

As part of the practice, they conducted open lessons, gained practical experience in the teaching profession, learned how to manage the cool atmosphere, build effective communication with students.

The first days of practice were accompanied by both excitement and interest, as well as various psychological and practical difficulties: silent classes, unexpected questions, difficulties in audience management. However, all these trials have become necessary steps on the way to the formation of a teacher, for this profession requires not only knowledge, but also an inner vocation.

Gradually, overcoming difficulties, students learned to draw conclusions from them, apply different approaches and develop their own pedagogical skills. The tests of the first days laid the foundation for confident, flexible and professional steps in the future.

Students' reports were accompanied by slide presentations, videos and photos. They represented not only teaching activities, but also emotions, real situations encountered, as well as the results achieved.

The Commission highly appreciated the work done. The manifestation of initiative, creativity and pedagogical sensitivity was especially noted. Each performance was a reflection of the sincere attitude of students to practice, their internal commitment to the profession and readiness for it.

Pedagogical practice is a bridge from knowledge to feelings.

Audit knowledge, methodological attitudes, teaching principles appeared questionable on the first day of practice. The class requires not only knowledge, but sincere participation, empathy, eye contact, which arouses interest.

In practice the student finds himself between two poles: theory and emotional connection. Here knowledge is not explained, but experienced, the status of a teacher is not assigned, but won. Here comes understanding: real teaching is the ability to touch the student's soul.

Practice is a step from text to look, from theory to life, from planned to feelings.

Having gone this way, the student is no longer what he was. He becomes not only a teacher, but also a person who feels, understands and inspires.

A lot can be learned during the university years: theory, methodology, teaching technique. But there is something that cannot be deducted from a textbook or heard at a lecture - it is the spirit of teaching, which is acquired only through experience.

Pedagogical practice becomes not just an application of knowledge, but the first contact with the very essence of the profession. A student, having stood at the board, ceases to be only a student - he becomes a leader, a mentor, a listener, and sometimes - just an understanding look.

Real lessons of practice are moments of silence, looks, gestures...

Something that cannot be measured or explained in words, but can be felt in children's eyes. These views remind the student why he chose this profession and with what faith he embarked on this path.

Over time, having overcome excitement and uncertainty, students learned not only to teach, but also to feel students, to read their needs, to understand that teaching is not just a transfer of knowledge, but the formation of personality, education, empathy, leadership.

It is in these simple but deep moments that the real value of pedagogical practice is.

This is not just a reporting stage, it is the moment of the birth of the inner "I am a teacher".

At the end of the practice, students could already say with confidence: "I can be a teacher". This is not just a statement - it is a confession born of experience, inner faith and overcome difficulties.

Yes, they passed on the knowledge to the students.

But at the same time we gained self-confidence.

They realized that being a teacher is not only to teach, but also to inspire, guide, to be a support. And this is the true value of practice, which cannot be measured by points or statistics. She lives in the student's eyes, in the student's voice, in the first bold step on the way to the profession.

Practice has shown that the title of Teacher is not just a status, but a responsibility and an honor. This is not only the transfer of knowledge, but also a touch to the future of the nation, to the fate of an individual child.

Today, students still have this status formally. But the name already lives in their hearts: TEACHER.

They not only taught - they changed themselves. Pedagogical practice has become a life lesson. It was a path from theory to life, from words to understanding, from plans to genuine inspiration.

Teaching is not just a profession. This is a mission.

And having gone this way, the students proved: they are ready not just to teach, but to bring light, confidence and humanity to tomorrow's classes.

 

Khuraman Salim qizi Askerova, Candidate of Philological Sciences, Associate Professor, Head of the Department of Lexicology and Stylistics of the German Language, Faculty of English and German Languages of AUL