The thesis presents and justifies theoretical and methodical principles of training future language teachers in the educational-communicative environment in higher education institutions (HEIs). Also, it argues the concept of training future language teachers in the educational-communicative environment in HEIs, which, in turn, covers methodological, theoretical, technological and methodical concepts.
The training of future language teachers under such conditions is viewed as a dynamic, uninterrupted, integrative, profession-oriented educational process, aimed at developing future language teachers’ readiness for professional-communicative activity and successful performance of professional tasks.
The thesis presents the author’s system of training future language teachers in the educational-communicative environment in HEIs, which involves some interconnected subsystems (goals; theories and methods; content and technologies; diagnostic and results). The system of training future language teachers under these conditions acts as a holistic structure, whose elements have their functional purposes, influence each other, cooperate and aim to achieve the set goals and objectives. There are some vertical and horizontal links between them, which ensure an integral character of the system as a purposeful whole. The system of training future language teachers under the mentioned conditions consists of three stages (motivation and orientation; cognition and activity; reflection and realization). Its introduction and implementation result in a positive dynamic of the levels of future language teachers’ readiness for professional-communicative activity.
Also, the thesis determines and justifies relevant pedagogical conditions of training future language teachers in the educational-communicative environment in HEIs. They are the following: boosting motivation and pedagogical reflection on professional-communicative activity of future language teachers through interactive technologies; structuring the content of teacher training based on an interdisciplinary integration; incorporating communicative strategies of learning in teacher training; using the potential of independent extracurricular work to gain communicative experience.
The thesis describes the structure of professional-communicative activity. The latter is interpreted as a set of special knowledge, skills and abilities, as well as professional and personal qualities. In turn, this set is aimed at creating an educational-communicative school environment favourable for the personal, intellectual and creative development of pupils through Ukrainian language and literature, preparing them to perform certain social and communicative functions in society.
Besides, the thesis singles out the components of future language teachers’ readiness for professional-communicative activity (motivational, gnoseological, praxeological, reflexive). These components are characterized by the corresponding criteria of such readiness: motivational-axiological, cognitive-communicative, operational, reflexive-emotional. The selected criteria and indicators make it possible to differentiate three levels of readiness, such as low (basic), average (productive), high (creative).
The thesis improves the content of future language teachers’ training. In particular, it concerns thematic content of professional-educational components and diagnostic tools (assessment methods).
The following aspects have been further developed: the content of basic research concepts; the social-personal and professional-communicative context of language teachers’ professional activity under the requirements of the New Ukrainian School; diagnostic tools for determining future language teachers’ readiness for professional-communicative activity.
The thesis prepares and implements effective educational and methodological support to improve teacher training in HEIs. The results of the experiment prove the effectiveness of the author’s concept and system of training future language teachers in the educational-communicative environment in HEIs.
