UDC 378:811.11
DOI: https://doi.org/10.59694/ped_sciences.2024.10.063
THEORY AND PRACTICE OF THE PROFESSIONAL TRAINING OF
FOREIGN LANGUAGE TEACHERS IN THE EU AND THE USA: A COMPARATIVE ASPECT
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SHANDRUK Svitlana Ivanivna
professor of
the Department of Law and Social and Humanitarian
Disciplines of the Flight Academy of the National
Aviation University
ORCID іD: https://orcid.org/ 0000-0002-7472-4584
DAWSON Valentyna Petrivna
a graduate
student of the Department of Law and Social and
Humanitarian Disciplines of the Flight Academy of the
National Aviation University.
ORCID іD: https://orcid.org/0000-0002-4427-7947
Abstract:
The study of the experience of professional training of teachers of foreign languages in the countries of the European Union and the USA opens up new opportunities for the modernization of the system of continuous pedagogical education in Ukraine in terms of its adaptation to the requirements of the European and global educational space. Socio-economic prerequisites are powerful factors in the development of American and European pedagogical education at all stages of its formation. The organizational form of the EU and US foreign language teacher training system has a multi-level character and contributes to the formation, general cultural and professional growth of teachers.
Foreign language teachers have a special task to develop knowledge and skills of their students in the field of languages and cultures in order to enable them to understand the world around them, to communicate across language and cultural barriers, as well as to be active members of society which requires teachers to possess a wide range of relevant methods, approaches and effective practices, and also involves cooperation with other teachers in order to spread their own ideas and practices.
The development and formation of the systems of professional training of teachers of foreign languages in the USA and the EU was determined by socio-historical events that took place in the countries and in the world, as well as by philosophical concepts that dominated pedagogical education at each individual stage of its development. Pedagogical education should help future professional teachers to better understand the context, connect them with the socio-cultural environment, and form critical pedagogical thinking.
Keywords: professional training of foreign language teachers; comparative study; modernization of the system of continuous pedagogical education; countries of the European Union; USA; Ukraine.
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