УДК 378:373. 3:81’243 Didactical skill formation in the prospective foreign language teachers professional training

Abstract

The research problem is related to the introduction of a new educational policy, the content and expected outcomes of teacher‟s professional development based on engaging a competent, active, flexible personality with a “creative teacher” role-identity. Based on analysis of the theory and practice in the professional education, a set of contradictions is defined: between the modern society‟s request for obtaining high-quality foreign language education and the ability of higher education institutions to satisfy it; between the need to implement a creative teaching approach concerning methods of teaching future foreign language teachers and the traditional system of professional training. However, the system does not fully provide the conditions for innovative professional teacher training.
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According to I. Bim, V. Kalinin, A. Konysheva for a successful preparation in the process of teaching a future teacher of a foreign language, one has not only to use the means of foreign communication, but also, to know the content knowledge of the country and the language we study, background knowledge. L. Kalinina, I. Samoilukevich and other scientists define the leading integrative approach in the professional training of the future foreign language teacher and consider it as a combination of qualitative knowledge of the theoretical bases of teaching foreign language and related sciences; possession of effective types of educational activities for the formation of competences, which are provided by the foreign language curriculum; formation of listening, speaking (monologue, dialogue), reading, writing skills; mastering the criteria for evaluating and analyzing existing foreign language textbooks as the main learning tools, determining the content of the accepted learning concept in their content and being able to use it effectively in their own pedagogical activity; getting acquainted with the basic directions of development of modern pedagogical science, methodology and theory of foreign language teaching; formation of readiness for continuous professional self-improvement. The results of the author‟s findings, represented in the paper, proved the growing research around the methods, forms, ways to improve teacher professional development for usage of didactical skills that result in improved outcomes for future foreign language teachers needs to be studied deeply in this area.