THE EFFECTIVENESS OF THE PROFESSIONAL TRAINING CONTENT WITHIN LINGUISTIC-AND-METHODOLOGICAL COMPETENCE OF PROSPECTIVE FOREIGN LANGUAGE TEACHERS

Abstract

The problem of the content of linguistic-and-methodological training is vital in the context of the current requirements and demands of society, which needs knowledgeable, creative, and proactive professionals in various fields. It is also vital in the context of the quality of training of prospective foreign language teachers in higher educational institutions with a focus on a competence-based approach. In the field of education a competence-based approach today is considered as one of the directions of renovation of professional education both in Ukraine and abroad. Within the frames of this approach one of the technologies able to train prospective foreign language teachers to apply foreign language in multiple situations connected with their professional activity is content and language integrated learning, or CLIL. The aim of the study is to theoretically substantiate the ways of effective development of linguistic-and-methodological competence at the content level and experimentally prove the effectiveness of changes introduced into the content of the disciplines for the development of linguistic-and-methodological competence in prospective foreign language teachers. The methods of research involve theoretical methods of pedagogical research (analysis and synthesis, comparison, generalization, induction and deduction, abstraction and concretization) as well as practical methods, such as diagnostics: interviews (oral interviews, conversations), questionnaires and testing. The results of the given research include the definitions of structural components of linguistic-and-methodological competence (linguistic-subject, didactic-methodological and scientific-research); the basic functions of professional activity of prospective foreign language teachers. The author also introduces an experimental study conducted on the basis of three universities of Ukraine and the results of diagnostic testing before and after implementation of innovations into the content of prospective foreign language teachers training. Quantitative analysis of diagnostic testing proves the effectiveness of introduced changes into the content of linguistic-and-methodological competence development in prospective foreign language teachers in the course of their professional training.