ORGANIZATION AND CONTENT CHARACTERISTICS OF INITIAL EDUCATION OF THE ENGLISH LANGUAGE TEACHERS IN THE EUROPEAN UNION

Abstract

The article deals with the key organization and content characteristics of initial education of the English language teachers, proper to the national educational systems in the European Union. The minimum level and general duration of initial education course that gives the right to work as a teacher in secondary educational institutions are presented. The comparative analysis of the total duration of the course of the English language teacher training in EU countries has been carried out. The main components of the content of the English language teachers’ professional education are stressed upon.The research is carried out on the assumption that the diversity, which is a characteristic feature of pedagogical education in the countries of the European Union due to the processes of historical and socio-political development of the region, in some way unifies and acquires the characteristics and features proper to the whole European educational dimension. The comprehensive consideration of this problem causes the aim of the article, which is to analyze the organization and content characteristics of initial education of the English language teachers in the European Union in terms of their systemic and interdependent nature.The analysis of organization and content of initial education of the English language teachers in the countries of the European Union has shown that various models of professional education of pedagogical staff have been created in order to improve the quality of teachers’ education, to acquire the necessary skills, prepare intending teachers to professional activity, ensuring their needs for continuous professional development, motivation for quality teaching activity at secondary educational institutions.