Organizational and Content Model of Formation of Professional Readiness of Future Foreign Language Teachers

Abstract

To date, there has not been a single understanding of the components of pedagogical competence. Pedagogical studies consider various competencies that shape the professionalism of a teacher, but do not formulate a system of interrelated components that lead to the achievement of a didactic result. In this regard, the purpose of the study is to develop an organizational and content model using the example of training a foreign language teacher at a university under the pedagogical bachelor's degree program, describing the stages of forming pedagogical competence during the training period. To achieve the goal, within the framework of theoretical analysis, the regulatory provisions for training future teachers under higher pedagogical education programs were studied, the results of previous pedagogical studies were systematized, the basic professional qualities of a teacher were identified in the form of a job description, and end-to-end educational technologies were described as innovative methods of supplementing foreign language teaching. The presented model takes into account the principles of organization and implementation of the pedagogical process at a university and includes the criteria and levels of developed professional readiness developed by the author. The work notes the possibility of achieving the result upon completion of the third year and the beginning of pedagogical activity during the training period. A conclusion is made about the advisability of stage-by-stage professional training of future teachers, clarification and specification of basic competencies that should be formed by the end of the bachelor's degree. The practical significance of the study lies in structuring the process of forming the professional competence of a future foreign language teacher in a bachelor’s program in the form of an organizational and content model, including the development of pedagogical indicators, a system of levels of their assessment, the formation of pedagogical conditions for the implementation of the proposed model and the identification of the most important pedagogical components in the form of a professiogram of a foreign language teacher.