Suchergebnisse

Purpose. The paper studies the issue of training foreign language teachers in Ukraine of the 20th century. The origins of training linguistic professionals for school date back to the early 1900s. Throughout the century, the higher educational system faced a myriad of changes, including curricula (courses, academic hours, teaching practices, etc.) and teaching approaches, falling under the influence of political regimes. Reforming the national educational system nowadays, the main focus is on sharing European practices. Methodology. The general scientific, chronological, comparative, retrospective and interpretational methods were used in the article. Theoretical basis. The work presents the definitions of «professional training» and «training foreign language teachers» concepts, as well as offers the overview of pedagogical studies of Ukrainian researchers interested in training foreign language teachers at higher pedagogical establishments of Ukraine in the 20th century: Olha Misechko (2011), Volodymyr Okolovych (2014), Olena Shmyrko (2016), Olena Shenderuk (2017). Originality. Analyzing the changes of curricula for foreign language teachers, the authors note the increasing importance of innovative technologies based on strong methodological skills, deep language knowledge with an accent on communication. Conclusions. The authors argue that traditional basics are worth inheriting, including practical training (observation, assistant and teaching practices); proper organization of education process (professional staff of university chairs specializing in philological, methodological, pedagogical, psychological and innovation-technological disciplines); a balanced ratio between general educational, philological and methodological cycles in curricula, initial introduction to theoretical and further following of practical subjects; the growing role of professional life-long self-education and self-development.