PROFESSIONAL TRAINING OF TEACHERS-PHILOLOGISTS IN AMERICAN HIGHER EDUCATION INSTITUTIONS

Abstract

The article reveals the peculiarities of the American professional training of teachers of philology. The source base is analyzed and the lack of a common understanding of the concept of teacher training model, as well as the identification of concepts of models and approaches to the training of teachers of philology. The problematic issues of interdisciplinary training of teachers-philologists of integrative type for expanding opportunities for professional realization in the modern labor market are identified. The purpose of education and prestige of three types of master's and doctoral schools in American research universities are determined: the school of humanities and natural sciences; vocational schools of medicine, law and entrepreneurship; school of pedagogical education. The article considers such models of training of teachers of philology as intuitive, artistic and craft, scientific and applied, reflective, experimental, critical, collaborative, alternative, which allowed to substantiate scientific and methodological recommendations for improving the professional training of teachers of philology: development and introduction of an alternative model of training of teachers-philologists (alternative educational programs); development of mechanisms to stimulate students of philology to research activities; introduction of innovative teaching methods and technologies on the basis of interactivity, facilitation, collaboration, work in an interdisciplinary team, cooperation and constructive socialization; awareness of the need for interdisciplinary knowledge and skills, professional self-development. It was found that the models of teacher training in the United States have much in common with other countries of the European educational space, and the only model that is purely American is an alternative model of teacher training. Scientific and methodological recommendations for improving the professional training of teachers of philology in Ukraine on the basis of theoretical, organizational and didactic models of professional training in the United States are outlined.