The article analyzes different approaches to the «professional training of a teacher» definition as a system of organizational-pedagogical measures and vocational training systems; a critical study, the improvement and experimental use of ideas; the purposeful, systematic and organized process of pedagogical influences; qualifications in the process of studying in the corresponding direction, specialty, educational program; systems of special knowledge, abilities and skills, competences, qualities. The peculiarities of the professional training of future foreign languages teachers are defined by the author as: a possession of units of a foreign language and the ability to use them in specific situations of communication; a consistency of the initial level of foreign languages knowledge received at school with the goals and objectives, methods and technologies of forming the personality of a student as a future specialist in the process of vocational training; the ratio of theoretical and practical training, special and psycho-pedagogical, methodical preparation; a symmetrical study of two foreign languages and bilingual life (Ukrainian and Russian); knowledge and appreciation of the cultural characteristics of a nation, the language of which is studied.
The author also proposes the definition of the concept of «professional training of future foreign language teachers» as a dynamic system of organizational and pedagogical influences, which is characterized by the unity of goals, content, methods and technologies of professional training of students, which study foreign languages on a multi-lingual basis, and foresees the formation of readiness for their professional activity, a professional competence. The article deals with important components of the future foreign languages teachers’ training such as: the theoretical and linguistic training; the practical training; the professional-oriented theoretical training; the methodical one.
The article analyzes the tendencies of future teacher training in the European region. Among the modern European approaches to foreign language teacher training, the author highlights the following main trends: the unification of requirements for professional training in the process of higher education integration into European educational space; the updating of goals and content of studying and teaching foreign languages, changing educational programs and state standards taking into account common European trends; the transition from the knowledge concept to the competence paradigm in higher education; the internationalization of education; the use of new flexible technologies in the study of foreign languages, the strengthening of the practical component of vocational training.
The effectiveness of interactive teaching methods in the professional training of pre-service geography teachers
