Grygoryeva T. Training Teachers of Philology in Teaching Adults in the System of Lifelong Education of Great Britain

The dissertation research is devoted to the problem of training teachers of philology in teaching adults in the system of lifelong education of Great Britain. On the basis of the review of major national and international documents as well as scientific literature the development of adult education and its characteristic features are defined; the analysis of different stages of adult education from the beginning of the XIXth century is considered; the positive influence of the universities in England and Wales (Oxford, Cambridge, London and Durham University), educational associations, national organizations of education and Open University on the development of lifelong education and its basic component adult education is defined; the definitions of "Lifelong Education" and "an Adult" are presented; the main forms of the organization of adult education such as different educational establishments, community organizations and associations are introduced. On the basis of scientific analysis the main principles of the development of lifelong education of Great Britain are specified: the link between non-formal and formal education; independence; accessibility; education direction to the formation of basic and functional competences of the community; the process of extension of adult education throughout the world. The dissertation presents the definitions of such categories as "Continuing Education", "Further Education", "Permanent Education", "Recurrent Education". The research proves that these categories aren't strictly defined in the pedagogical literature in Great Britain or often defined as similar. The conceptual theories of the training of teachers of philology are as following: the contents concept which includes the knowledge of adult learners (experience and responsibility; realizing oneself an independent individual; readiness to study; desire to realize achieved knowledge, skills and habits; understandable approach to language categories; assessment of the achieved knowledge with practical needs; active communication; individual learning approach; physiological characteristics; emotions, stress and anxiety; time; motivation; learning styles and abilities) and the skill to create motivation of the adult student to learn foreign languages (integrative and instrumental); the concept of interaction of the teacher and the adult learner in the teaching process (the teacher's roles and functions in the process of foreign language teaching and learning); the concept of scientific-methodological supply of the teaching process (the main role is dwelled on the imitation methods). In modern educational system of Great Britain the training process of teachers of philology is realized in higher educational establishments, colleges and language centres. Universities play the essential role in such kind of training due to centres of lifelong education, the faculties of continuing education and language educational schools. Further education colleges and language schools offer training to teachers within different courses such as: adult vacation, courses for teachers of English, English for specific purposes, examination courses, general and intensive English, English for business, English for academic purposes. Nowadays the British system of professional training of teachers of philology is fulfilled through long- and short-term courses; Bachelor's and Master's education degrees; post compulsory education. The research of curriculum of professional training of teachers of philology shows that it is based on imitation methods. The practical application of professional training of teachers' curriculum is based on communicative methods and different techniques, especially, interactive and project techniques, which presuppose the increase of adults' motivation to lifelong foreign language learning. The modern conditions of the development of the system of lifelong education and the professional training of teachers of philology in this field in the educational system of Ukraine are analyzed; the recommendations as to the development of teacher training process in the system of lifelong education of Ukraine are put forward. The methodological recommendations for educators and researchers of comparative pedagogics and philology have been worked out in order to implement a positive experience of training teachers of philology in teaching adults into the Ukrainian theory and methodology of professional education.