THE CONTENT OF TRAINING OF DUAL-PROFILE FOREIGN LANGUAGE TEACHERS IN UKRAINE
DOI:
https://doi.org/10.35433/pedagogy.1(120).2025.8Keywords:
dual-profile foreign language teachers, professional training, dual qualification, international academic mobility, teaching and learning materials, educational programmes, academic disciplinesAbstract
The article deals with the problem of training dual-profile foreign language teachers in Ukraine with a focus on modern requirements for the professional activity of teachers. The purpose of the article is to reveal the content of training teachers of Ukrainian Language and Literature and Foreign Literature, primary school teachers and kindergarten teachers with an additional speciality in a foreign language. The author analyzes the regulatory and legal documents, including educational and professional programmes and curricula, which regulate the educational training of such specialists. The necessity of integrating interdisciplinary knowledge in the training of dual-profile foreign language teachers is emphasized. The compulsory and elective disciplines that provide foreign language training for future specialists are considered. Particular attention is paid to the issue of international academic mobility as a trend in the development of modern higher education and the possibility of re-profiling foreign language teachers with dual qualifications. The challenges associated with ensuring a proper level of teacher training for the implementation of dual-profile programmes are identified, and recommendations on the use of previous experience of such training are given. The article substantiates the expediency of improving the methodological training of dual-profile foreign language teachers, achieving close integration of all components of the professional training system and strengthening its cultural component. The article suggests the importance of increasing the practical orientation of professional language acquisition as a means of intercultural communication. The necessity of increasing the role of independent work of a future dual-profile foreign language teacher in the modern conditions of education development, when a significant part of the educational material is presented for independent study, and the teacher becomes a facilitator of cognitive activity for the student, is proved.
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