Methodical system of training future english language teachers based on a complex of approaches

Abstract

Introduction. The article describes a methodical system for developing professional competencies of future English language teachers based on communicative, cognitive and synergetic approaches. The relevance of the study is due to the need to ensure effective professional training of future teachers in the context of the increasing complexity of the educational environment and the diversity of student needs. The purpose of the study is to design a methodical system based on a complex of approaches that allows creating more adaptive and flexible conditions for the training and professional development of future English language teachers, taking into account modern requirements and challenges in the field of education. Materials and Methods. During the study, a theoretical analysis of scientific literature and legal documents on the issue under study was carried out, as well as a comparative analysis of existing concepts of methodical systems and models for the formation of professional competencies of future teachers. The methods of analysis, synthesis, comparison, generalization and modelling are used in the study. Results. As a result of theoretical and comparative analysis of scientific research, generalization of our own practical experience, a methodical system for developing professional competencies of future English language teachers based on a complex of approaches has been developed, its key components, which ensure the comprehensive and systematic nature of the educational process, have been described, as well as the mechanism of their interaction. All components of the system are presented in target, content, conceptual and methodical, effective blocks. Discussions and Conclusions. The development of a methodology for the formation of professional competencies of future English language teachers based on communicative, cognitive and synergetic approaches in the process of studying special disciplines with a focus on the integration of disciplinarydevelopment and the progressive formation of competencies is a prospect for further research.