МОДЕЛЬ СИСТЕМИ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНОЇ МОВИ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ В УМОВАХ ІНФОРМАЦІЙНО-ОСВІТНЬОГО СЕРЕДОВИЩА ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

Abstract

The system model of the future foreign language teachers’ training to professional activity in the higher education institutions’ informational and educational environment is theoretically grounded in the article. The model contains the following blocks: target, theoretical and methodological, comprehensive and technological, monitoring and productive. The target block of the model reveals the purpose of professional training and social demand for a competitive future foreign language teachers. The target block of the model is a system-generating factor that develops other elements of the model necessary to achieve the expected result. The theoretical and methodological block comprises the main principles of the concept of the future foreign language teachers’ training to professional activity; methodological approaches, general deictic and specific principles. The comprehensive and technological block contains the organizational and pedagogical conditions, the characteristics of the basic methods and forms of professional training, means and technologies for its implementation. The content provision of the model includes: academic disciplines belonging to the humanitarian and socio-economic, mathematical and scientific, professional and practical training cycles; disciplines from the cycles of free choice of educational institution, free student choice, various types of pedagogical practice aimed at the future foreign language teachers’ training to professional activity. The system model of the future foreign language teachers’ training to professional activity in the higher education institutions’ informational and educational environment also represents the stages of its implementation: theoretical and practical, correction and stabilization, reflexive and recording. The control and result block determines the formation of components that ensure the readiness of the future foreign language teachers to professional activity: (motivational and valuable, cognitive and communicative, practical, professional and personal, evaluative-reflexive) criteria (motivational, knowledge, operational, personal, reflexive) and levels (low (reproductive), average (productive) or high (professional)).