Содержание профессиональной подготовки учителей английского языка с позиции образовательной урбанистики

Abstract

The modern educational process in the field of intercultural foreign language education becomes controversial in terms of content (the need to understand the native culture as, first of all, a manifestation of the regional culture) and the organization of training (the need to transform the mediated, formal intercultural communication in the audience in direct interpersonal interaction with the acquisition of personal experience of the activity). On the other hand, the training of teachers in the field of language education involves a request for the development of non-linear and unsupported thinking of graduates, the formation of their ability to work with the future at the levels of design and methodological analysis. As a result of the complexity of the goal, there is a need to find new resources and ways of educational activities. The article is based on the thesis that it is possible to link the professional-pedagogical (methodological) and subject-communicative training of the modern foreign language teacher within the framework of an appropriate resource for this purpose — the urban educational environment. To substantiate the proposed thesis, the author analyzes the system of requirements for the professional training of the modern teacher of foreign languages, formulates the connection between intercultural foreign language education and the city. From the standpoint of educational urbanistics, the city is regarded as an educational multidimensional environment for professional and communicative training of the future teacher of English. Anthropopractice is defined as the main method for such training, and playing games can be the leading technique. The case of the Moscow educational environment helps to exemplify the components of the content of professional pedagogical training of EL teachers (within the intercultural approach).