METHODOLOGICAL APPROACHES TO THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF LANGUAGE AND LITERATURE

Abstract

In the methodology of training future teachers of philological specialties, the issue of selecting a methodological approach as the basis for organizing the educational process is highly relevant. The article analyzes and substantiates methodological approaches to the professional training of future teachers of philological specialties in the higher education system. It is determined that contemporary philological education functions under conditions of increasing information flows, digitalization, and the growing complexity of communicative practices, which necessitates the renewal of approaches to teacher training. In these conditions, the integration of methodological approaches in the preparation of future philology teachers becomes increasingly important, as only their combination allows for accounting for the complexity of the professional activity of a philology teacher, who simultaneously acts as a language specialist, communicator, and bearer of cultural values. It is substantiated that the effectiveness of professional training of future philology teachers is determined by the integrated application of various methodological approaches, in particular the competency-based, activity-based, communicative, post-communicative, and sociocultural approaches. The communicative approach traditionally occupies a leading position in modern philological education and is based on understanding language as a means of professional and social interaction, ensuring the formation of the future teacher’s speech and communicative competence through real communication practice. At the same time, the variability of its implementation in educational practice, as well as the influence of digitalization and individualized learning, leads to a rethinking of traditional methodological guidelines and strengthens attention to post-communicative approaches, which reject rigid standardized methodologies in favor of flexible pedagogical solutions.

The role of each approach in the formation of the linguistic personality of the future philology teacher, the development of their communicative culture, pedagogical mastery, and ability for intercultural interaction is revealed. It is concluded that the combination of different methodological orientations is expedient as a condition for improving the quality of professional training in higher education institutions.