Basic stages of training future teachers of foreign languages in modern conditions of european education

Abstract

(uk) Дане дослідження було проведено з метою визначення та апробації основних етапів індивідуалізації професійної підготовки на перших курсах навчання на факультетах іноземних мов вищих навчальних закладів. Результати даного педагогічного дослідження показують якісну зростальну тенденцію у порівнянні: жовтень 2014 - червень 2016, це свідчить про ефективність створення та проведення авторської програми професійної підготовки.

(ru) Данное исследование было проведено с целью определения и апробации основных этапов индивидуализации профессиональной подготовки на первых курсах обучения на факультетах иностранных языков высших учебных заведений. Результаты данного педагогического исследования показывают качественную возростающую тенденцию в сравнении: октябрь 2014 -июнь 2016, это свидетельствует об эффективности создания и проведение авторской программы профессиональной подготовки.

(en) This study was being conducted during 2014-2016 with the aim of defining and testing the basic stages of individualization of training in the first years of study at the faculty of foreign languages of higher educational institutions (Chornomors’kyi Petro Mogyla National University, Kirovohrad Volodymyr Vynnychenko State Pedagogical University, Odessa I. I. Mechnikov National University). The author has researched and analyzed the impact of organization of educational process in high school on individualization of professional training of foreign language teachers (individual personal approach of the training system of courses, information and communication technologies, multimedia and distance training); the impact of the relationships of adaptive processes in the educational environment of the university training of future teachers of foreign languages (the psychological aspect, pedagogical aspect, foreign language aspect); socially useful activities as a condition of effectiveindividualization of professional training of foreign language teachers (need for social self-realization, individual and collective work for the good of the group, university, society); professional development in specialized schools as a result of the qualitative process of individualization of professional training of foreign language teachers (extensive system of pedagogical practice, testing their developments in professional schools, internships abroad); self-educational activity of teachers of foreign languages as a factor in professional training (integrated system of pedagogical influence on the processes SELF (self-actualization, self-determination, self-control, self-esteem, self-organization). The results of this pedagogical research show the qualitative trend in comparison: October 2014 -June 2016, this indicates the effectiveness of the establishment and conducting of author’s training programm.