Modern understanding of foreign language teacher training system

Abstract

(uk) Це дослідження було проведено для визначення, окреслення основних характеристик понять «професійне вдосконалення», «профільна школа», «професійна підготовка в профільній школі». Автором було досліджено, проаналізовано провідну роль та концептуальний вплив профільного напрямку освіти у підготовці майбутніх високваліфікованих професіоналів у галузі іноземних мов на етапі післядипломної освіти. Було зазначено, що система підготовки вчителя іноземних мов має бути комплексною, поступовою, циклічною, взаємопов’язаною, профільною.

(ru) Это исследование было проведено для определения, анализа основных характеристик понятий «профессиональное совершенствование», «профильная школа», «профессиональная подготовка в профильной школе». Автором были исследовано, проанализировано ведущую роль и концептуальное влияние профильного направления образования в подготовке будущих высококвалифицированных профессионалов в области иностранных языков на этапе последипломного образования. Было отмечено, что система подготовки учителя иностранных языков должна быть комплексной, постепенной, циклической, взаимосвязанной, профильной, профессиональной.

(en) This study had been conducted to determine, outline the main characteristics of the concepts of «professional improvement», «profile school», «professional training in the profile school». The author investigated, analyzed the leading role and conceptual influence of the profile direction of education in the process of training of future highly qualified foreign language professionals at the postgraduate level. The system of training future teacher of foreign languages has been analyzed on the educational experiences of different world top countries. In particular, it was especially emphasized at the postuniversity stage of teacher training. The general tendencies of professional development of teachers are: organizational-structural (universitization of pedagogical education - priority of the university level of pedagogical education (Finland, France, Italy, Spain)); essential-determinative (humanization and humanitarization in the methods and content of pedagogical education) (Germany, UK, Poland, Austria)); content-procedural (informatization of the educational process (Hungary, Slovakia, Czech Republic, the USA)). As a result, the author outlined a system of foreign language teacher training in Ukraine, which is a conceptual part of the doctoral thesis. It was noted that the foreign language teacher training system should be comprehensive, gradual, cyclical, interrelated, profile, professional and should be applied in parallel: pre-school education - secondary education – higher education – postgraduate education – self-improvement, according to the latest decrees, concepts and the laws of the Ministry of Education and Science of Ukraine and in the context of improving European education. The author defined the «profile school in a foreign language» as a professional educational institution where trained under special conditions teachers work. The process is aimed at professionallyoriented learning taking into account the principle of individualization, the principle of differentiation, the principle of flexibility, the principle of consistency and the principle of continuity. The result of the training should be a high level of preparation for entry into the institution of higher education (IHE). The overriding goal of such a school is in its priority of the link between the profile preschool and the profile high school.