The thesis paper presents the results of pedagogical research on the substantiation of the didactic foundations for the implementation of the activity approach in the process of a foreign language teacher training, which are understood as the theoretical substantiation of the developed model of the functional-structural didactic system as a unity of interconnected component constructs (conceptual-didactic, content-effective; functional-effective; reflexive-activity), the basis of the effective functioning of which is the creation of a taxonomy of organizational-and-didactic conditions; the essence and specificity of the technological-procedural phenomenon "implementation of the activity approach in the educational process" (in the understanding of justifying the feasibility of the development and implementation of a functional-structural didactic system based on the creation of a taxonomy of the corresponding organizational-and-didactic conditions in the educational process of a higher pedagogical school) on the positions of modeling using the provisions of activity with a projection on the "action-oriented" as the main and a set of other methodological approaches (competence-based, communicative, systemic, synergetic, axiological, acmeological, culturological, subjective and personality-oriented in their complicative-contaminated unity).
The purpose of the dissertation is to substantiate the didactic foundations of the activity approach in the process of foreign language teacher training, experimental verification of the effectiveness of the developed functional-structural didactic system in the educational process of higher pedagogical school and creation of taxonomy of relevant organizational and didactic conditions.
The object of the research is the training of a foreign language teacher in pedagogical institutions of higher education.
The subject of the research is the functional-structural didactic system of realization of the activity approach in the process of foreign language teacher training and the taxonomy of the corresponding organizational-didactic conditions.
The scientific novelty of the results obtained in the dissertation paper is that the problem of implementation of the activity approach in the process of a foreign language teacher training at the theoretical and methodological level has been scientifically studied. The significance of the obtained theoretical and practical results for the theory of education is due to the fact that: for the first time the didactic foundations for the implementation of the activity approach in the process of a foreign language teacher training were determined; the functional-structural didactic system is substantiated, which is the unity of four component constructs (conceptual-didactic: methodological, theoretical, technological, psychological-didactic subconstructs; content-effective: organizational-effective subconstruct; cognitive-semantic subconstruct; functional-activity: subconstruct of a future teacher’s motivation of activities, instrumental-activity subconstruct; reflection-activity: diagnostic-instrumental subconstruct, competence-verification subconstruct, analytical-statistical subconstruct) implementation of activity approach in the process of a foreign language teacher training on the basis of taking into account value-value provisions of other methodological approaches: systemic, synergetic, axiological, acmeological, culturological, subjective and personality-oriented, which provides didactic-conditioned effectiveness of the impact on the formation of a future foreign language teacher’s professional competence on the basis of statistically significant increase in the efficiency of formation of their agentic qualities as a result of activation of processes of self-actualization and self-activity in the information-educational environment of a modern pedagogical institution of higher education, which provides: definition of semantic understanding of taxonomy of organizational-didactic conditions.
