Methodological Foundations of Foreign Language Teacher Training: Comparative Experience of the EU and Ukrainian

- Локшина, Олена Ігорівна (orcid.org/0000-0001-5097-9171) (2025) Methodological Foundations of Foreign Language Teacher Training: Comparative Experience of the EU and Ukrainian Педагогічна Академія: наукові записки (19). ISSN 2786-9458

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Abstract

The article examines scientific and practical approaches to the professional training of future foreign language teachers in the context of aligning Ukrainian higher education with the standards of the European educational space. The main purpose of the study is to identify and systematise key scientific and practical approaches to organising high-quality professional training for future foreign language teachers. The study used methods of comparative and definitional analysis, generalisation, and specification of scientific, pedagogical, and methodological sources regarding the application of pedagogical technologies in the training of foreign language teachers. The author analyses the current tasks of language pedagogy, driven by the need to develop a new generation of specialists who are mobile, independent, creative, capable of making non-standard decisions, and prepared to carry out pedagogical activities in uncertain conditions. It is emphasized that the main task of modern teaching and upbringing in the higher education system is to develop the creative potential of future specialists capable of innovative approaches to teaching and learning, as well as creating new forms of interaction with students. This, in turn, will improve the quality of teaching and prepare teachers for the challenges of the modern educational environment. The study outlines eleven core approaches that are effective in developing the professional competence of language students: systemic, content-process, task-based, learner-centred, acmeological, competency-based, technological, interaction-based, individually differentiated, psycho-pedagogical, and simulation-based ones. In particular, the systemic approach ensures the integrity of the educational process; the content-process approach emphasises the link between educational content and its assimilation; the task-based approach fosters problem-solving and practical thinking skills; the learner-centred approach promotes self-organisation and reflection; the acmeological approach focuses on achieving professional excellence. The author contends that the integration of these scientific and practical approaches into the educational process will substantially enhance the effectiveness of professional training for future foreign language teachers and foster their preparedness for professional activity within the context of contemporary education. Special attention is given to the role of educational technologies and pedagogical interaction in teacher training. The technological approach optimises the learning process through structured and algorithmic design. In contrast, the interaction-based approach supports the development of students’ communication skills and encourages collaboration with instructors in a psychologically comfortable environment. The individually differentiated approach considers the personal characteristics of students, and the psycho-pedagogical one integrates knowledge of student psychology into teaching practice. The simulation-based approach enables students to practise in settings that simulate real-life professional situations. Conclusion. The generalisation of these approaches reveals their complementarity, multidimensionality, and potential for integration. Collectively, they ensure the multifaceted development of students’ personalities and prepare them to meet the challenges of the modern educational environment. The proposed system is therefore an effective tool for enhancing the quality of professional training for future foreign language teachers. The study concludes with key findings regarding the relevance of implementing these approaches in pedagogical practice and outlines directions for further research in this field.

Item Type:	Article
Keywords:	professional training, future foreign language teachers, professional readiness, higher education system, social support, methodological approach
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 8 Language. Linguistics. Literature > 81 Linguistics and languages
Divisions:	Institute of Pedagogics > Department of Comparative Pedagogy
Depositing User:	доктор педагогічних наук/завідувач лабораторії Олена Ігорівна Локшина
Date Deposited:	22 Dec 2025 14:18
Last Modified:	22 Dec 2025 14:18
URI:	https://lib.iitta.gov.ua/id/eprint/747831

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