Palekha O. Organization of independent learning of future foreign language teachers at higher educational institution in Great Britain

Theoretical and technological bases of independent learning of future foreign language teachers in Great Britain are researched in the thesis. The approaches to the interpretation of a concept "independent learning" by British and Ukrainian scientists have been shown. It has been defined that the concept can be considered in the broad (as educational philosophy of foreign language teachers' professional training and theoretical-methodological approach) and narrow (learning activities of future foreign language teachers over the guidance of a tutor or without it in extracurricular time, which is aimed at deepening foreign communicative competence and training to professional activity based on self-motivation, goal-setting, personal responsibility, self-perception, independent choice of tools, methods and forms) meanings. It is determined that in the process of future foreign language teachers training at higher educational institutions in Great Britain, there is a convergent combination of classroom and independent foreign language learning therefore independent learning has a significant superiority. The author has characterized technology of independent learning of future foreign language teachers at higher educational institutions in Great Britain. This technology is based on common pedagogical and specific principles. It has been shown that its content is realized through traditional, practically-oriented, cognitive, empirical, socially- oriented approaches. It has been indicated that independent learning is carried out autonomously or partly autonomously. The diversity of learning activities is defined by meaning and purpose of the course, the place of performance and the nature of cognitive activity of students and provided by traditional, electronic and human resources. Pedagogical conditions of effective implementation of future foreign language teachers' independent learning at higher educational institutions of Great Britain are characterized. It has been proved that independent learning of future foreign language teachers at higher educational institutions in Great Britain and Ukraine is characterized by the documents regulating this process, structuring of learning and methodical materials and clear algorithmic. The advantages of higher educational institutions in Great Britain are the functioning of special language centers and centers for independent learning of future foreign language teachers, the activities of an academic advisor, autonomous and partly autonomous performance of independent learning, the dominance of electronic resources, taking into account individual learning styles of students. Recommendations on implementation of positive British experience in organization of independent learning of future foreign language teachers in the practice of the national teacher education at the national and regional levels and at university has been given.