The thesis examines theoretical and practical aspects of the problem of the formation of prospective foreign language teachers' pedagogical interaction culture in the process of learning specialism-related disciplines. The current state of the problem under consideration is reviewed in the educational theory and practice. The basic notions of the research and the essence of pedagogical interaction culture are specified. Pedagogical interaction culture is interpreted as a systematized integrity of values and beliefs, scientific knowledge and practical skills, behaviour patterns and norms in the process of interaction which promote the participants' social and intellectual development and ensure moral and communicative standards as well as pedagogical ethics while exchanging or creating new knowledge. The structural components of pedagogical interaction culture that embrace motivational, cognitive and values-based issues as well as prospective teachers' personal characteristics and interactive skills are singled out. Epistemological, humanistic, didactic, communicative, values-based, information, creative, adaptation and socio-controlling functions of pedagogical interaction culture are defined. Modern methodological approaches (the person-centred approach, the activity-based approach, the competency-based approach, the synergistic approach, the cultural approach, the values-based approach) and principles (person-centred learning, community learning, social equality and a democratic classroom, dialogic learning, problem-based learning, learning by doing, needs analysis and the principle of intercultural dialogue) are incorporated. It is proven that the approaches and principles mentioned ensure the effectiveness of pedagogical interaction and thus create philosophical and pedagogical foundations for the formation of prospective foreign language teachers' pedagogical interaction culture. Two types of pedagogical interaction (face-to-face interaction and computer-mediated interaction) are defined. Their analysis testified the roles of a modern foreign language teacher - those of a facilitator, an instructional designer, a mediator, and an expert. The model of the formation of prospective foreign language teachers' pedagogical interaction culture in the process of learning specialism-related disciplines is elaborated and is viewed as a system of interrelated elements: the aim, tasks, structural and functional components, methodological approaches and principles, the technology of the formation of prospective foreign language teachers' pedagogical interaction culture, results, criteria, indicators and levels of the formation of the given phenomenon. Pedagogical techniques aimed at the formation of prospective foreign language teachers' pedagogical interaction culture are selected. Among innovative techniques aimed at the formation of the considered phenomenon the following types of interactive techniques are distinguished: interactive techniques of collaborative and cooperative learning, case study and discussion techniques. To diagnose the level of the formation of pedagogical interaction culture specific criteria and indicators of are defined. On the basis of the selected criteria adaptive, reproductive, constructive and productive levels of the formation of pedagogical interaction culture are singled out. The technology of the formation of prospective foreign language teachers' pedagogical interaction culture in the process of learning specialism-related disciplines is elaborated. It includes theoretical, content, practical, evaluative and creative stages, at which the implementation of the model is carried out. The efficiency of the model is tested experimentally. The validity of the results is confirmed on the basis of methods of mathematical statistics. Some aspects of the problem are outlined for further research.
