Modernization of pedagogical strategies of language training of specialists: the experience of Great Britain

author: Viktor Vashkevich

Urgency of the research.From the perspective of modern philosophy of education, which pays special attention to individuality, partnership interaction and critical reflection, the modernization of pedagogical strategies in language training is of paramount importance. In a globalized environment, proficiency in English, German, French or another international language is both a channel of communication and a tool for developing creativity and intercultural understanding. Fluent mastery of several languages ​​is considered here not simply as a technical skill, but as one of the key factors in broadening the worldview, forming tolerance and flexibility of thinking of future teachers, who will later become conductors of knowledge for their students. An analysis of the practices of Great Britain in the training of philological teachers shows a comprehensive approach, when the standardization of higher pedagogical education at the same time ensures a single level of quality and opens up space for innovation. Here, the development of communicative skills, continuous pedagogical practice and active use of tutoring technologies are of particular importance. At the center of this approach is the teacher as a reflective professional, able to synthesize creative teaching methods with a personally oriented approach that emphasizes the uniqueness of each student. That is why a deep study of the British experience and its critical rethinking is of great importance for improving the domestic system of pedagogical education.

Target setting. Given the rapid development of information and communication technologies and the constant updating of the content of education, there is a need to create a system of language training that would correspond to the modern philosophical vision of education as a space for dialogue, self-development and joint search for truth. The problem is to determine the optimal ways of reforming curricula, methods and forms of organizing the educational process so that future teachers acquire the ability to quickly adapt to changes, develop flexible critical thinking in students and provide them with access to a variety of cultural and linguistic resources. To successfully implement such a task, thorough research into world experience, in particular British experience, is necessary, as well as taking into account the peculiarities of the national education system, which will generally contribute to improving the quality of specialist training and strengthening international educational cooperation.

Actual scientific researches and issues analysis. A significant contribution to the study of the features of the professional training of English teachers was made by domestic and foreign scientists, in particular I. Zadorozhnya, A. Podolyanska, A. Saulyak, O. Semynog, L. Strelchenko. They draw attention to the importance of taking into account psychological and pedagogical factors in the training of specialists, as well as the need to form communicative, linguistic and cultural and information and technological competencies. The studies emphasize a wide range of professional qualities of a teacher, including creativity, the ability to self-education and the willingness to work with audiences of different ages. Aspects of implementing innovative pedagogical strategies in the process of training future teachers of foreign languages are considered in the works of V. Bazurina, T. Garbuza, I. Kozachenko, N. Kolesnichenko, O. Lazorenko and others. The authors emphasize the importance of differentiation and individualization of learning, the use of tutoring and distance forms of work, as well as the inclusion of a system of continuous pedagogical practice and internships abroad in the training program. These scientific investigations emphasize the effectiveness of a comprehensive approach to professional training, where theory is reinforced by practical experience under the guidance of qualified mentors.

The research objective. Given the above challenges and the experience of researchers, the task of this article is to highlight the main vectors of modernization of language training of specialists using the example of the educational system of Great Britain and outline practical recommendations for its application in the conditions of national education. The implementation of this task will contribute to the improvement of the professional training of future teachers, increasing the level of their foreign language competence and competitiveness in the international labor market.

The statement of basic materials. The article analyzes the modernization of the system of professional training of teachers using the example of the educational experience of Great Britain, in particular, taking into account the fundamental state documents in the field of pedagogical education: National Standards of a Qualified Teacher, National Curriculum for Basic Teacher Training, etc. Attention is drawn to the fact that the modernization of the higher education system contributes to the introduction of innovative pedagogical technologies, the revision of traditional lecture-seminar forms of education and the more active involvement of students in tutoring, discussions, role-playing games, master classes and project activities. An important role in this is played by the many years of experience of universities and pedagogical colleges, which combine theory with an extensive system of practice in partner schools. Such an organization of education allows future teachers to try out different approaches to teaching at the training stage and, at the same time, develop the ability to reflect and improve their own professional skills. Along with this, the key task is the formation of general pedagogical and subject-specific competencies, including mastering various teaching methods and techniques, the development of communication skills, information and communication skills and the ability to critically analyze their own activities. At the same time, considerable attention is paid to the independent work of students, in particular, their preparation of essays, abstracts, methodological developments and participation in research mini-projects. This approach meets European requirements for the training of educators, according to which teachers must not only possess relevant knowledge, but also be able to apply it to them in the rapidly changing conditions of the educational environment, supporting their own scientific and pedagogical mobility and ability for continuous professional development.

Conclusions. It has been established that the modernization of foreign language pedagogical education involves the mastery of subject-specific and professional-pedagogical competencies, which should ensure the ability of future teachers to effectively use traditional and innovative pedagogical technologies, to carry out differentiation and individualization of foreign language teaching, to develop students' cultural and linguistic awareness, to adequately assess students' knowledge and monitor their success, as well as general skills in working with information and communication technologies, technical means of teaching and being able to develop models for optimizing foreign language teaching with their use. It has been revealed that the key features of the professional training of a future language teacher in the UK are the orientation on general-didactic and subject-specific state standards of professional competence; the significant role of tutoring learning technologies; the predominance of independent work of students over other types of educational activities; continuous pedagogical practice under the guidance of mentors.

Keywords: language education, pedagogical competencies, language strategies, teacher, tutoring technologies, mentor, educational policy.

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