It was found that the English language teacher training system in British universities is a dynamic continuous structure consisting of five cycles: primary (pre-university); transitional (incomplete higher education); basic (higher education, obtaining the first scientific degree and teacher's diploma), postgraduate (master's), postgraduate (doctoral).
It is established that the structure of professional training of English teachers in the universities of Great Britain is multilevel (bachelor, master, doctor). At the bachelor's level, the main focus is on general socio-humanitarian training and the study of professionally oriented disciplines. The peculiarity of the master's degree is that it is entered by students who already have not only higher education, but also practical experience as a teacher for at least six years. In all cycles of study of great value is the practical training of students (it is allocated about a third of the study time). In general, an English teacher must have at least a bachelor's degree and three years of experience in the field. For professional activity in college and university the degree of the master (doctor of sciences (Ph.D.)) is necessary.
The structure of academic positions in British universities is analyzed: professor, reader, senior lecturer (senior teaching fellow, principal lecturer), lecturer (teaching fellow), assistant lecturer (demonstrator, seminar leader, associate lecturer, graduate teaching assistant), visiting professor. And also, honorary titles: honorary professor, honorary associate professor, honorary lecturer. It was found that there are general requirements for holding the position of English language teacher, but each university has its own criteria. The requirements for the position of senior lecturer, lecturer-associate professor and professor on the example of the University of Warwick are considered.
It is noted that master's programs of English teacher training are based on the position that teaching in the university is a complex, holistic process, which includes the following components: pedagogical competence; knowledge of the peculiarities of the student learning process, collegiality, understanding of professional personal values; awareness of the scientific nature of teaching and learning in higher educational facility. It is noted that the universities of Great Britain offer English teacher training programs based on professional standards. The following institutions deal with the development of professional standards: Higher Education Academy (HEA), Staff and Educational Development Association (SEDA). Higher Education Academy has proposed and implemented National Professional Standards Framework for Teaching and Supporting Learning in Higher Education, including 3 for English language teachers. At the heart of this Framework is an understanding of the special nature of higher education, respect for the autonomy of the institution, acceptance of the need to improve the quality of teaching and learning.
The structure of the subject area "English language" for bachelors (bachelor's degrees with honours), is analyzed, and it contains the following components: goals, description, tasks; basic principles; scope of application of English language; subject knowledge and professional skills; forms of teaching, learning and assessment. Three models of English teacher training in the universities of Great Britain are described: parallel, sequential, and alternative. There are intensively used active teaching methods that provide modeling of professional situations, the formation of skills and abilities to solve problems, develop creative thinking of the future English teacher.
A model of English language teacher training in the higher education system of Great Britain is proposed, it includes a number of interrelated components: professional values, personal and professional qualities, research position, key competencies, research skills (gnostic, constructive, prognostic, reflective, communicative, expressive, suggestive, etc.), which provide the content, process and result, technologies of professional training on the basis of research activity, and validity of research results.
A comparative and pedagogical analysis of the training of future English teachers in the universities of Great Britain and Ukraine is carried out, common and different approaches are singled out. Based on the analysis, the possibilities of using constructive ideas of the British experience for the development and improvement of professional training of future English teachers in Ukraine are substantiated. Constructive ideas of the British experience were reflected in the developed educational and methodical support.
