<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202025000300028</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Analysis of Pedagogical Practices in Azerbaijani Language Teacher Education: Student Perspectives]]></article-title>
<article-title xml:lang="es"><![CDATA[Análisis de las prácticas pedagógicas en la formación del profesorado de lengua azerbaiyana: perspectivas estudiantiles]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hekimoglu Farruh]]></surname>
<given-names><![CDATA[Gulnara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kucukoglu]]></surname>
<given-names><![CDATA[Adnan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Ataturk University  ]]></institution>
<addr-line><![CDATA[ Erzurum]]></addr-line>
<country>Turkey</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Ataturk University Kazim Karabekir Faculty of Education Department of Curriculum &amp; Instruction]]></institution>
<addr-line><![CDATA[ Erzurum]]></addr-line>
<country>Turkey</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>17</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202025000300028&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202025000300028&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202025000300028&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This research aims to examine the views of prospective teachers on the pedagogical practice process in the teacher training process in Azerbaijan. The research was conducted with a qualitative case study design and a semi-structured interview form was used. The findings revealed that theoretical courses were based on memorization, while practical courses were inadequate. In addition, difficulties such as lack of materials in the classrooms (smart boards, projectors) and inadequate guidance from experienced teachers during the internship were noted. Prospective teachers stated that they gained didactic skills such as creating effective motivation, using interactive education methods, establishing effective communication with students and evaluation during the internship. The research emphasizes that teacher educators need a clearer knowledge base for internship training and development in this field. The results show that the gap between theory and practice in the education process in Azerbaijan should be closed and that prospective teachers should be supported more effectively in education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Esta investigación busca examinar las opiniones de los futuros docentes sobre el proceso de práctica pedagógica en el proceso de formación docente en Azerbaiyán. La investigación se realizó con un diseño de estudio de caso cualitativo y se utilizó un formato de entrevista semiestructurada. Los hallazgos revelaron que los cursos teóricos se basaban en la memorización, mientras que los cursos prácticos eran inadecuados. Además, se observaron dificultades como la falta de materiales en las aulas (pizarras digitales, proyectores) y la orientación insuficiente por parte de docentes con experiencia durante las prácticas. Los futuros docentes afirmaron haber adquirido habilidades didácticas como la motivación efectiva, el uso de métodos educativos interactivos, la comunicación efectiva con los estudiantes y la evaluación durante las prácticas. La investigación enfatiza que los formadores de docentes necesitan una base de conocimientos más sólida para la formación y el desarrollo en prácticas en este campo. Los resultados muestran que es necesario cerrar la brecha entre la teoría y la práctica en el proceso educativo en Azerbaiyán y que los futuros docentes deben recibir un apoyo más eficaz en su formación.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[Experiential learning]]></kwd>
<kwd lng="en"><![CDATA[Development of language teaching]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[Práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje experiencial]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo de la enseñanza de idiomas]]></kwd>
</kwd-group>
</article-meta>
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