Kolisnichenko A. Future foreign language teacher professional training at the universities in the Netherlands

This dissertation is focused on the current issue of future foreign language teacher training at universities in the Netherlands. The scientific novelty of the results of this study consists in the identifying the organizational and pedagogical principles of professional future foreign language teacher training in the Netherlands which were defined for the first time; the periodization of the teacher education stages in the Netherlands and the relevance of their foreign language teacher training to the requirements of the European Higher Education Area according to recent changes in their pedagogical education were specified; directions for further development of the comparative pedagogy main principles and comparative analysis of the professional training of foreign language teachers experience in Ukraine and the Netherlands are identified. A combination of interrelated theoretical and empirical methods was used to achieve the purpose of the research and to solve certain problems of the study. The analysis of the previous research findings concerned with educational problems in the national and foreign pedagogical theory was carried out. The prerequisites for the Netherlands teacher education foundation were determined, the influencing factors on the education formation were determined; the history of the Netherlands foreign languages teaching was investigated. The twentieth-century educational reforms impact on higher education and changes in foreign languages teaching approaches and methods were analysed. More detailed examining of the FLT training system at universities in the Netherlands made it possible to identify the types of educational institutions providing such training. Basic teaching qualifications, training levels and career opportunities for FL teachers have been identified. The organizational principles of foreign language teacher training have been identified and specified, including compliance of foreign language teacher training with international requirements; focusing on promoting the profession of foreign language teachers; targeting the professional profiles of foreign language teachers; providing an alternative to foreign language teacher education through its flexibility and mobility; support for continuing education; the received qualification conformity of the education stage for professional activity; orientation on educational partnership. The pedagogical principles of the foreign language teachers training are distinguished in the system of pedagogical education in the Netherlands, including grounding on the standards of training of foreign language teachers; priming on a competent approach; focus on innovation and digitalization; focus on multilingualism; focus on internationalization. A comparative analysis of the organizational and pedagogical principles of the FLT training in Ukraine and the Netherlands is carried out in several directions: normative educational provisions research and authorities control of their following by the both of countries; comparison of pedagogical bases, principles and the content of FLT education in Ukraine and the Netherlands. In this study were found that Ukrainian teacher education needs growth at the level of government support and funding. The level of FL teaching in Ukrainian and Netherlands educational institutions is investigated. The analysis of the data shows that the fluctuations in the determined for comparison ratios of indicators in both countries were insignificant, but at the level of salaries of teachers (Netherlands>) and the number of students (Ukraine>) the differences are quite significant. Using as the example some of Netherlands universities of applied sciences and Ukrainian pedagogical universities, the FLT training programs content at the level of curricula and the list of subjects and features of assessment were compared. Considering the positive Netherlands pedagogical experience of successful educational reforms implementing, practical recommendations for the FLT training in Ukraine have been formulated, on their basis, the measures aimed at quality assurance of Ukrainian FLT education have been proposed.