Internship as a Factor of Forming Communicative Self-Efficacy of Future Preschool Specialists in the U. S. Higher Education

Abstract

The aim of the article is to provide a theoretical analysis of internship as a factor contributing to the development of communicative self-efficacy among future early childhood education professionals in U.S. higher education.. Methods. Analysis and synthesis are used to examine scholarly sources on communicative self-efficacy, internship practice, and the training of preschool teachers in the USA, followed by the generalization of the obtained information. Generalization, induction, and deduction ensure the formation of overall conclusions based on individual studies and the verification of theoretical statements within the scope of the topic. The systemic approach allows viewing internship practice as part of an integrated system of professional training for future specialists. Results. The relevance of the study is substantiated by the growing demands for the professional training of early childhood educators in the context of contemporary sociocultural transformations and the transition to a competency-based educational paradigm. It is emphasized that communicative self-efficacy is a key component of the professional readiness of future educators, ensuring effective interaction with preschool children, their parents, and colleagues, as well as contributing to the creation of a safe and developmentally supportive educational environment. The study analyzes the specific features of organizing internship in the U.S. higher education institutions, where it functions as an integrated and continuous component of professional training for future early childhood specialists. The role of partnership between universities and early childhood education institutions, mentoring, reflective practice, and the gradual involvement of students in real teaching processes is highlighted in the formation of communicative skills in general and communicative self-efficacy in particular. The importance of reflection and modern assessment tools, particularly e-portfolios, is revealed for the development of both professional and communicative competence of future early childhood educators. It is established that clinical practice in the United States serves not only as a means of gaining experience but also as a systemic factor in shaping the professional identity of future preschool teachers. Conclusions. The article concludes that despite significant scholarly interest in the issue, the development of communicative self-efficacy among future early childhood specialists in the United States during internship requires further theoretical and empirical research.