The thesis examines at the methodological, theoretical and practical levels the axiological principles of professional training of specialists in foreign philology with the use of foreign experience. The relevance and prospects of special attention to axiological issues in the context of the organization of higher education, in particular the training of future philologists, are proved. The prospects of value training, formulation of relevant axiological guidelines in the educational process that would correspond to current social practice, correlate with the principles and objectives of modern professional pedagogical training of specialists in foreign philology, contribute to the formation of axiological competencies and developed value-semantic sphere.
A thorough analysis of the concepts of axiological discourse has shown that the process of formation of the value-semantic sphere and axiological consciousness is not extemporaneous, its content can be influenced, and this influence has both social and individual dimensions. It is emphasized that the concept of value-semantic experience, which is the result of the life of the individual and the internal (value) experience as well as reconsideration of the content, nature and peculiarities of human activity, is of profound significance for our study.
On the basis of conducted research it is proved that the introduction of an effective value component in the educational process of training of future specialists in foreign philology will contribute to their personal evolution, the formation of developed value consciousness, creation of potential for humanization and harmonization of social relations in the interests of the individual and society. It is substantiated that the result of professional training of future teachers, in particular, specialists in foreign philology, should be the involvement and adoption of (1) values of knowledge content, (2) values that define the person of the teacher, (3) values that determine the content of relations in educational system.
It is shown that the most promising pedagogical conditions for the formation of value-semantic experience of future foreign philologists in the process of professional training are: 1) the formation of the knowledge base of value motivations in the professional activities of future philologists; 2) development of the value-semantic sphere of students of philological education by creating an axiogically oriented educational environment; 3) formation of future philologists’ operational and activity skills of realization of axiological knowledge and value priorities; 4) mastery of the methods of evaluation and adjustment of professional activity in terms of implementation of axiological knowledge and value priorities. The implementation of these prerequisites contributes to the formation of axiological competence of future specialists in the speciality 035 “Philology”.
The pedagogical model of the process of formation of value-semantic experience of future specialists in foreign philology is theoretically substantiated and presented. The concept of “model” is interpreted as a set of elements combined in a certain system, which has passed the theoretical and experimental testing and with which the researcher builds an ideal image of the phenomenon under study. By type, we refer our model to the structural-semantic, as the structural model is a model, the subject of modeling of which is the structure of the studied pedagogical object, which takes into account the relationships characteristic of its components.
The effectiveness of the proposed pedagogical conditions and the model of formation of value-semantic experience of future specialists in foreign philology have been experimentally tested. On the basis of the obtained indicators the high level of mastery has been demonstrated and interpreted as results of educational process of values of knowledge content , values defining the person of the teacher, values defining the maintenance of relations in the system of education, and also the axiological competence connected with these values which allow for: (1) mastery of axiological knowledge and its understanding, i.e. the ability to know and understand, (2) knowledge of how to act in a situation of value conflict and value choice; (3) acquisition of values and awareness of value orientations as the basis of human activity (in particular, professional activity).
