FOREIGN EXPERIENCE IN WOULD-BE FOREIGN LANGUAGES TEACHERS TRAINING ON THE BASIS OF ACMEOLOGICAL APPROACH

Abstract

Double attention to a personalized development of would-be foreign languages teachers provides for searching new approaches and effective learning instruments. Proceeding from the above information, it is an acmeological approach that may become one of them. It is based on a complex of principals, modes and methods of a research which promote learning and solving theoretical and practical educational problems. The purpose of the study implies the analysis of the specific features of would-be foreign languages teachers training, English and German in particular, on the basis of acmeological approach in European countries. The article deals with the current issues of vocational education abroad; achievements of pedagogical education of Great Britain of would-be foreign languages teachers training have been described considering the acmeology nature; the attention has been paid to the content, forms and methods for teaching stuff training for scientific and research activity; the specific features of practical pedagogical training of higher education applicants in Western European countries have been outlined. The analysis of the study outcomes of the scientists has proved the similarity of the theoretical component of the courses of vocational training of would-be foreign languages teachers in Great Britain with the content of the corresponding Ukrainian programs, because its structural elements include the courses in Pedagogy, linguistic training, history, literature and culture of the country under studying, linguistic theory, methodology of foreign languages teaching. The difference involves the implementation of the compulsory testing while using ICT as a component of the finals in Great Britain. National systems of higher education applicants training in foreign countries have been analyzed and the key specific features of vocational training of would-be foreign languages teachers have been demonstrated. Based on the analysis of the scientists’ studies, more concentration of foreign programs for would-be foreign languages teachers training within the acmeological principals has been stated. It is represented by longer pedagogical practice duration accompanied by a mentor, wide involving higher education participants into self-assessment, intensification of self-study component in the general extension of academic hours.