This article analyzes the current state of pedagogical practicum for pre-service English language teachers and its role in the development of professional competence. Based on the study of school practicum programs and survey data collected from 416 undergraduate students across four universities, it was revealed that there is a significant gap between theoretical knowledge and practical application. In particular, shortcomings were identified in the areas of reflective practice, formative assessment, and the use of digital technologies. The findings highlight the need to integrate innovative methods into the practicum process, to foster reflective thinking among pre-service teachers, and to improve the quality of mentoring. In the conclusion, the article provides key recommendations for enhancing pedagogical practicum on the basis of international best practices.

pre-service English language teacher training, pedagogical practicum, reflective approach, professional competence, formative assessment, mentoring,SWOT.

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