KEY IDEAS OF IMPLEMENTING THE PRAXEOLOGICAL APPROACH IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF PHILOLOGICAL SPECIALTIES IN ENGLISH HIGHER EDUCATION

Abstract

The active development of the idea of ​​praxeological higher language education in world science and education is due to its orientation towards overcoming the theoretical orientation of teaching the content of subjects, and therefore the possibility of improving the quality of education. Due to the change in the paradigm of education to competence in science, praxeological has become an integral part of professional education, in particular, philological. The use of a praxeological approach in the organization of teacher training, as evidenced by the progressive experience of England, contributes to ensuring the practical orientation of education, the formation of a holistic picture of the world in applicants, the development of their creative competence and critical thinking. In particular, it is important to use a praxeological approach in the training of teachers of philological specialties, who carry out purposeful work on the formation of language personalities. It is generalized that the specifics of the development of language education affect the development of pedagogical training in higher education institutions of this country and allow us to determine the prospects for the development of a praxeological approach in the pedagogical education of teachers. The development of the language education system in different countries of the world is determined by two main processes, which include internationalization and diversification of education. The leading trend of educational policy is diversification, which is directly dependent on the socio-economic characteristics of the development of each country. Along with the increasing importance of diversification of education, the trend towards an increase in practical classes in the content of training for future teachers of philological specialties in England has become popular, which ensures the use of students' theoretical skills in practice. It is emphasized that the curricula of universities are characterized by a generalized model of professional training for future teachers of philological specialties, which allows teachers of higher education institutions to demonstrate variability and creativity in determining specific forms, methods and techniques for implementing the praxeological approach during teaching activities in the process of training future teachers. The praxeological approach in the professional training of future teachers of philological specialties is aimed at ensuring the development of students' independence, initiative, creative abilities and critical thinking, the ability to professional self-realization. The features of professional self-realization of future teachers of philological specialties are manifested in pedagogical actions and relationships, identification with the pedagogical profession, and are most clearly manifested during an actively organized educational process and pedagogical practice.