Формування професійної культури майбутнього вчителя іноземних мов у процесі фахової підготовки
Date
2023
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Вінниця : ВДПУ
Abstract
Дисертація присвячена дослідженню проблеми формування професійної культури майбутнього вчителя іноземних мов у фаховій підготовці. Про зацікавленість проблемою формування професійної культури майбутнього вчителя свідчить аналіз закордонних та вітчизняних філософських, культурологічних, психологічних та педагогічних джерел, що також указує на актуальність цієї проблеми та її пріоритетність у фаховій підготовці вчителів. Питання професіоналізму майбутнього вчителя іноземних мов на нинішньому етапі реформування освіти, з урахуванням вимог світового ринку праці, потребує висококваліфікованого фахівця, професіоналізм якого базується на патріотизмі та високій професійній культурі, гуманістичних і духовних цінностях, людяності, конструктивних міжособистісних, міжкультурних і міжетнічних відносинах. У вступі обґрунтовано актуальність обраної теми дослідження, детально проаналізовано сучасний стан формування професійної культури майбутнього вчителя іноземних мов, визначено наявність суперечностей, окреслено мету, об’єкт, предмет та гіпотезу дослідження, сформульовано завдання дослідження, методи дослідження, наукову новизну та практичне значення одержаних результатів, апробацію, впровадження результатів, структуру й обсяг дисертації. У першому розділі «Теоретико-методологічні основи та особливості формування професійної культури майбутнього вчителя іноземних мов» визначено методологічні підходи: системний, компетентнісний, культурологічний та студентоцентрований. Усі підходи складають ієрархію (в основі трикутника лежить системний підхід, наступна сходинка – 3 компетентнісний, культурологічний підходи, а вершина трикутника – студентоцентрований підхід) і є взаємопов’язані та взаємозалежні, оскільки відсутність одного із підходів може призвести до низького рівня сформованості професійної культури, а їх послідовне застосування доповнює один ішого. Ретельний аналіз праць науковців і дослідників дав змогу прослідкувати взаємозв’язок культурної і освітньої сфер, їх роль у становленні особистості та професійній діяльності. З’ясовано й узагальнено теоретичні підходи щодо понять «культура», «професіоналізм», «професійна культура», «професійна компетентність», «культурологічна компетентність», «інноваційні технології». Ґрунтуючись на різнобічних доробках науковців щодо визначення поняття «професійна культура» та «професійна культура вчителя» було сформульовано авторське визначення «професійна культура майбутнього вчителя іноземних мов», що потрактовуємо як сукупність професійних і культурологічних знань, умінь та навичок, необхідних для ефективної діяльності у професійній сфері, що сприяє здатності оволодівати, сприймати та транслювати знання, інтегрувати вміння та навички в культурні процеси суспільства через призму мовних, етичних, духовних, моральних орієнтирів. Професійна культура майбутнього вчителя іноземних мов є особистісним утворенням, що потребує розуміння та поваги не лише до національної культури, а й сприймання інших культур, здатності до мультикультурної взаємодії та професійної ідентифікації у процесі соціалізації. У процесі дослідження з’ясувалося, що формування професійної культури майбутнього вчителя іноземних мов є невід’ємним процесом професійного становлення, оскільки вища педагогічна освіта передбачає розвиток таких професійних якостей, що будуть спонукати до вдосконалення фахового та культурного росту фахівця. При цьому формування професійної культури наштовхується на низку проблем, що виникають під час фахової підготовки і серед яких розглядаємо такі, як розвиток культурної зрілості студентів, вплив масової культури та субкультур на формування професійної культури, негативні прояви Інтернет-культури або кіберкультури у фаховій підготовці майбутнього 4 вчителя іноземних мов. Тому для ліквідації багатьох проблем, що виникають у процесі формування професійної культури майбутнього вчителя іноземних мов, уважаємо необхідним акцентування уваги на розвитку культурологічної компетентності студентів. Професійну культуру майбутнього вчителя іноземних мов розглядаємо як дуальну складову, що є одночасно складовою професійної і культурологічної компетентностей. У першому розділі сформульовано визначення професійної та культурологічної компетентностей у процесі формування професійної культури. Діагностичний апарат формування професійної культури майбутнього вчителя іноземних мов у процесі фахової підготовки включає в себе критерії, показники та рівні. Критеріями формування професійної культури нами були визначені компоненти професійної культури (професійно-аксіологічний, психолого-рефлексивний, креативний, інформаційно-комунікативний). Відповідно до розроблених критеріїв і показників було виокремлено три рівні сформованості професійної культури майбутніх учителів іноземної мови: високий (творчий), середній (достатній), низький (початковий). У другому розділі «Організаційно-педагогічні умови і модель формування професійної культури майбутнього вчителя іноземних мов у фаховій підготовці» виокремлено необхідні організаційно-педагогічні умови професійної культури майбутнього вчителя іноземних мов. Перша організаційно-педагогічна умова полягає у забезпеченні сприятливого соціально-психологічного клімату для покращення мотивації до навчання та формування професійної культури. Запропонована умова є необхідним елементом у становленні майбутнього вчителя іноземних мов, оскільки необхідна для позитивного впливу освітнього середовища на студентів 1-2 курсів, яким складно під час дистанційного або змішаного навчання спілкуватися із однокурсниками та викладачами, що може негативно впливати на мотивацію в одержанні знань. Друга організаційно-педагогічна умова полягає у спрямуванні майбутнього вчителя іноземних мов до професійного саморозвитку та набуття 5 особистісного досвіду професійної культури у фаховій підготовці. Для майбутнього вчителя іноземних мов саморозвиток необхідний, оскільки є важливою ланкою фахової підготовки і має тривати впродовж усієї професійної діяльності та не завершуватися по закінченню навчання в закладі вищої освіти. Здатність до саморозвитку сприяє розширенню професійних знань, інтересу до дослідної роботи, збагаченню кругозору, вміння виконання самостійних робіт, що у процесі дистанційного або змішаного навчання є необхідним. Третя організаційно-педагогічна умова впровадження інноваційних технологій навчання для ефективного формування професійної культури майбутнього вчителя іноземних мов відбувається у процесі інтеграції культурологічних знань з фаховими дисциплінами. Ця умова допомагає створити відповідне освітнє середовище за допомогою впровадження інноваційних технологій, що сприяють поглибленню знань з фахових і культурологічних дисципліню. Це забезпечує формування професійної культури майбутнього вчителя іноземних мов. Організаціно-педагогічні умови визначено нами як об’єднуючий компонент, що забезпечує взаємодію необхідних освітньому процесу факторів, і впливає на його організацію та базується на активній взаємодії викладача та студента. Професійне становлення вчителя нині не може здійснюватися без пошуків і застосування інновацій в освітньому процесі. Сучасна освіта, в якій активно застосовується традиційне, дистанційне та змішане навчання, потребує впровадження інноваційних, інтерактивних та інформаційних технологій, детальний аналіз і визначення яких описано у цьому розділі. Для реалізації педагогічних умов у процесі формування професійної культури майбутнього вчителя іноземних мов у фаховій підготовці ми використовували різноманітні методи та технології, а саме: традиційні заняття (лекції, семінари, практичні заняття), інноваційні технології (ігрові, тренінгові, інтерактивні), метод «Акваріум», «Синтез думок», метод ментальних карт та 6 кроссенс, тренінгові вправи «Художня виставка», «Крок до професійної культури». Структурно-функціональна модель формування професійної культури майбутнього вчителя іноземних мов, як установлено в дисертації, складається із трьох взаємопов’язаних і взаємозалежних блоків: цільового, теоретико- методологічного, контрольно-результативного й організаційно-педагогічних умов, які об’єднують ці блоки. Структурними компонентами цих блоків є мета, методологічні підходи, аудиторне та дистанційне навчання, інформаційні технології, що переходять у змішане навчання; компоненти професійної культури, що можуть слугувати критеріями; рівні професійної культури майбутнього вчителя іноземних мов. У третьому розділі «Експериментальна перевірка ефективності організаційно-педагогічних умов формування професійної культури майбутнього вчителя іноземних мов у процесі фахової підготовки» розглянута організація та методика педагогічного експерименту, визначення однорідності експериментальних груп, аналіз результатів педагогічного експерименту, що дало змогу визначити ефективність запропонованої структурно-функціональної моделі професійної культури майбутнього вчителя іноземних мов. Результати експерименту перевірені методами математичної статистики (критерій згоди Колмогорова-Смірнова) із достовірністю результатів 95%. Наукова новизна і теоретичне значення одержаних результатів полягає у тому, що вперше: - теоретично обґрунтовано організаційно-педагогічні умови формування професійної культури майбутнього вчителя іноземних мов у процесі фахової підготовки (забезпечення сприятливого соціально-психологічного клімату для покращення мотивації до навчання та формування професійної культури; спрямування майбутнього вчителя іноземних мов до професійного саморозвитку та набуття особистісного досвіду професійної культури у процесі фахової підготовки; впровадження сучасних інноваційних технологій навчання для ефективного формування професійної культури майбутнього вчителя іноземних 7 мов через процес інтеграції спеціальних дисциплін із культурологічними знаннями); - виокремлено компоненти професійної культури майбутнього вчителя іноземних мов у процесі фахової підготовки (професійно-аксіологічний, психолого-рефлексивний, креативний, інформаційно-комунікативний); - розроблено діагностичний апарат сформованості професійної культури майбутнього вчителя іноземних мов у процесі фахової підготовки (критерії, показники, рівні – високий (творчий), середній (достатній), низький (початковий)); - спроєктовано та реалізовано структурно-функціональну модель професійної культури майбутнього вчителя іноземних мов у процесі фахової підготовки. Уточнено сутність понять «професійна культура майбутнього вчителя іноземних мов», «культурологічна компетентність у процесі формування професійної культури», «інноваційні технології навчання», «інтерактивні технології навчання», «інформаційні технології навчання». Удосконалено методичну базу реалізації організаційно-педагогічних умов та впровадження інноваційних технологій навчання у процесі фахової підготовки для інтеграції культурологічних основ у професійні знання; стимулювання зацікавлення студентів до вивчення основ вітчизняної та світової культури; забезпечення умов для розвитку культурологічних знань із інтеграційним використанням традиційних, інноваційних та інформаційних технологій навчання; мотивування студентів до застосування культурологічних знань у професійній діяльності. Подальшого розвитку набули інноваційні та традиційні технології навчання у процесі формування професійної культури майбутнього вчителя іноземних мов. Практичне значення одержаних результатів дослідження полягає у тому, що впроваджено у практику методичний супровід формування професійної культури майбутнього вчителя іноземних мов з використанням 8 традиційних, інноваційних, інформаційних технологій, методів «Акваріум» та «Синтез думок», методу ментальних карт та кроссенс, тренінгових вправ «Художня виставка», «Крок до професійної культури»; розроблено методичний супровід забезпечення формування професійної культури майбутнього вчителя іноземних мов у процесі фахової підготовки. Матеріали дисертації можуть бути використанні у процесі професійної та культурологічної підготовки майбутнього вчителя іноземних мов у закладах вищої педагогічної освіти з метою формування професійної культури із застосуванням традиційних та інноваційних навчальних технологій.
The dissertation is devoted to the study of formation of the professional culture of the future teacher of foreign languages in the process of professional training. The analysis of foreign and native philosophical, cultural, psychological and pedagogical sources shows the interest in the topic of formation of the professional culture of the future teacher, which also indicates the relevance of this problem and its priority in the process of professional training of teachers. Taking into account the requirements of the world labor market, the issue of professionalism of the future foreign language teacher at the current stage of education reform requires a high level of professionalism based on patriotism and high professional culture, humanistic and spiritual values, humanity, constructive interpersonal, intercultural and interethnic relations. Therefore, training the future teacher of foreign languages in the process of formation of professional culture is closely connected with a number of contradictions which arise between the necessity of formation of professional culture as a component of the professional competence of the future teacher of foreign languages and the future specialist's awareness of the priority of professional culture development in the process of professional training; introduction of modern innovative technologies into teaching professional disciplines in the process of forming the professional culture of future foreign language teachers and the actual pedagogical skills of teachers; the need to create pedagogical conditions for the formation of the professional culture of future foreign language teachers and the inadequacy of the developed scientific, methodical and theoretical tools; integration processes of professional and cultural knowledge and their insufficient practical use. 10 The interrelationship of cultural and educational spheres and their role in the formation of an individual and his professional activity is traced. Theoretical approaches to the concepts of "culture", "professionalism", "professional culture", "professional competence", "cultural competence", "innovative technologies" have been clarified and summarized. Based on the various researches of scientists regarding the definition of the concepts of "professional culture" and "professional culture of a teacher", the author's definition of "professional culture of a future foreign language teacher" was formulated, which is interpreted as a set of professional and cultural knowledge, abilities and skills that are necessary for effective work in the professional sphere that promotes the ability to master, perceive and transmit knowledge, integrate skills and abilities into the cultural processes of the society through the prism of linguistic, ethical, spiritual, and moral guidelines. The professional culture of a future teacher of foreign languages is a personal formation that requires understanding and respect not only for national culture, but also for the perception of other cultures, the ability for multicultural interaction and professional identification in the process of socialization. In the course of the study, it became clear that formation of the professional culture of future foreign language teachers is an integral process of professional establishment, since higher pedagogical education involves the development of such professional qualities that will lead to the improvement of the specialist's professional and cultural growth. Herewith, the formation of professional culture faces a number of problems that arise during professional training and among which we consider such as development of cultural maturity of students, the influence of mass culture and subcultures on the formation of professional culture, negative manifestations of Internet culture or cyber culture in professional training of future foreign language teachers. Therefore, in order to eliminate many problems that arise in the process of forming the professional culture of future foreign language teachers, we consider it necessary to focus attention on the development of cultural competence of students. Professional culture of the future teacher of foreign languages is seen as a dual component, which is simultaneously a component of professional and cultural 11 competencies. Which means that professional culture is at the intersection of these two competencies, and they influence its formation. Therefore, the definition of professional and cultural competences was formed in the process of formation of professional culture. The professional competence of a future foreign language teacher in the process of forming professional culture is defined as a set of necessary professional knowledge, abilities and skills, which include a communicational, linguistic and ethical principles based on cultural grounds. While we consider the cultural competence of the future teacher of foreign languages in the process of formation of professional culture as a harmonious combination of professional knowledge with socially necessary abilities, skills and a set of knowledge of the teacher of the appropriate profile about culture and understanding of cultural processes that took place and are taking place in the world and are based on national and cultural traditions and tolerant attitude towards other cultures, respect for native and foreign languages and their speakers, promotion of native culture and understanding of the meaning of cultural education in professional training. There are many approaches to defining the components of professional culture in local scientific and educational practice. Taking into account peculiarities of professional activity of a foreign language teacher, we singled out necessary components of the professional culture of future foreign language teachers, which included the professional-axiological, psychological-reflective, creative, informational-communicative components. In the basis of the professional axiological component lies creation of valuable attitude towards the future profession, the study of disciplines that will contribute to the motivation for professional self-development and self-improvement. This component is aimed at perception and understanding of the teaching profession, its value and moral foundations, which combines mastering necessary knowledge, abilities, skills of a teacher of foreign languages, the ability to perceive and apply innovations in pedagogical practice and tendency for selfdevelopment. The psychological-reflexive component combines all the primarily necessary psychological manifestations which require development in the process of professional training of the future teacher of foreign languages and contribute to the 12 formation of professional culture. Among them are motivation, self-evaluation, adaptation and reflection. In the teacher's professional activity, the creative component is a necessary lever in the formation of the professional culture of the future teacher of foreign languages, which contributes to the introduction and application of educational innovations in the educational process, helps to improve professional skills through the prism of non-standard solutions. The future teacher of foreign languages must have the skills to use the latest technologies for the development of his professional skills and self-development using information and communication solutions, which are the basis of this component, therefore the element proposed by us is a requirement of the modern process of educational development. All the components of professional culture are interconnected. The diagnostic system for the formation of the professional culture of future foreign language teachers in the process of professional training includes criteria, indicators and levels. The components of professional culture (professionalaxiological, psychological-reflexive, creative, informational-communicative) were taken as criteria for the formation of professional culture. According to the developed criteria and indicators, three levels of formation of the professional culture of future foreign language teachers were distinguished: high (creative), medium (sufficient), low (initial). Requirements for the professional training of future teachers are in a constant process of growth, which is reflected in the level of professional culture of these specialists. Such processes contribute to the development and introduction of innovative technologies into the educational process, which counterbalance traditional approaches to teaching professional disciplines and the formation of the qualities that are necessary for the future teacher, therefore they require revision and implementation of new methodological approaches. Formation of professional culture of future teachers of foreign languages in the process of professional training is considered from the standpoint of systemic, competence-based, cultural and student-centered approaches. All approaches form a hierarchy (the system approach is at the base of the triangle, the next step is competence-based, cultural approach, and the student-centered 13 approach is at the top of the triangle) and are interconnected and interdependent, since the absence of one of the approaches can lead to a low level of formation of professional culture, while their consistent use complements each other. The effectiveness of formation of professional culture of the future foreign language teacher is ensured by appropriate pedagogical conditions, which we define as a unifying component that ensures the interaction of the factors necessary for the educational process and its organization. This component is based on the active interaction of the teacher and the student. The following pedagogical conditions of professional culture formation were identified as integral: provision of favorable social and psychological climate for improving motivation to study and formation of professional culture; directing the future foreign language teacher to professional self-development and acquiring personal experience of professional culture in the process of professional training; introduction of innovative and interactive learning technologies for effective formation of professional culture of future foreign language teachers through the process of integration of cultural knowledge into special disciplines. Professional formation of a modern teacher or a teacher of the future cannot be carried out without the search and implementation of innovations into the educational process. Modern education, in which distance and blended learning are actively used, requires the introduction of innovative, interactive and information technologies. In the process of professional culture formation we interpret innovative educational technologies as those that are based on traditional technologies and are transformed depending on the educational needs of students using educational innovations and interactive forms and methods of learning that contribute to the assimilation of professional knowledge, encourage self-development throughout life and form components necessary for professional competence, including professional culture. While we consider interactive technologies as components of innovative technologies which is a necessary component for the assimilation of professional knowledge through active interaction of all participants in the educational process. The 14 concept of interactivity at the current stage of educational development is incomplete without the use of computer technologies. Educational information technologies perform the function of a necessary tool in the modern educational process and are interdependent with the methods and technologies used by the teacher for effective knowledge acquisition in the classroom and distance learning process, which contributes to the formation of professional culture of future foreign language teachers. The application of information technologies based on innovative teaching methods in the process of classroom, distance and blended learning has become a positive factor in the formation of professional culture of future foreign language teachers. The relationship of traditional, innovative and interactive teaching technologies (methods), which are independent from each other but, at the same time, interact with each other, is necessary for the formation of professional culture of future foreign language teachers. To implement pedagogical conditions in the process of forming professional culture of future foreign language teachers, various methods and technologies were used in the process of professional training, namely: traditional classes (lectures, seminars, practical classes), innovative technologies (games, training, interactive), the "Aquarium" method, "Synthesis of thoughts", the method of mental maps and crossexamination, training exercises "Art exhibition", "Step to professional culture". The structural-functional model of formation of professional culture of future foreign language teachers consists of three interrelated and interdependent blocks: objective, theoretical-methodological, control-resultative and organizationalpedagogical conditions that unite these blocks. The structural components of these blocks are the aim, methodological approaches, classroom and distance learning, information technologies, which are transformed into blended learning; components of professional culture, which are criteria; levels of professional culture of the future foreign language teacher. 15 The effectiveness of the suggested structural-functional model of cultural competence of future teachers was verified by the method of mathematical statistics (Kolmogorov-Smirnov agreement criterion) with 95% of reliability of the results. The scientific novelty and theoretical significance of the obtained results are that for the first time: - the organizational and pedagogical conditions for the formation of the professional culture of future foreign language teachers in the process of professional training were theoretically substantiated and experimentally verified (ensuring a favorable social and psychological climate for improving the motivation to study and the formation of professional culture; directing the future foreign language teacher to professional self-development and acquiring personal experience of professional culture in the process of professional training; introduction of modern innovative learning technologies for effective formation of professional culture of future foreign language teachers through the process of integration of special disciplines with cultural knowledge); - the components of professional culture of future foreign language teachers in the process of professional training are highlighted (professional-axiological, psychological-reflective, creative, informational-communicative); - diagnostic system of formation of professional culture of the future foreign language teacher in the process of professional training (criteria, indicators, levels – high (creative), medium (sufficient), low (initial)) is developed; - structural and functional model of professional culture of future foreign language teachers in the process of professional training was designed and implemented; - the methodical base for implementation of organizational and pedagogical conditions and the introduction of innovative learning technologies in the process of professional training for the integration of cultural foundations into professional knowledge has been improved; stimulating students' interest in studying the basics of national and world culture; provision of conditions for the development of cultural knowledge with the integrated use of traditional, innovative and informational learning 16 technologies; motivating students to apply cultural knowledge in professional activities. - the essence of the concepts "professional culture of the future foreign language teacher", "cultural competence in the process of formation of professional culture", "innovative learning technologies", "interactive learning technologies", "information learning technologies" has been clarified; - innovative and traditional learning technologies gained further development in the process of forming professional culture of the future foreign language teacher. The practical significance of the obtained research results is that a structuralfunctional model of formation of professional culture of future foreign language teachers in the process of professional training was created and implemented; methodical support for the formation of the professional culture of future foreign language teachers using traditional, innovative, information technologies, the "Aquarium" and "Synthesis of thoughts" methods, the method of mental mapping and cross-examination, training exercises "Art exhibition", "Step to professional culture" has been put into practice; theoretical and methodological support for ensuring formation of professional culture of future foreign language teachers in the process of professional training has been developed. The materials of the dissertation can be used in the process of professional and cultural training of future foreign language teachers in institutions of higher pedagogical education for the purpose of forming professional culture with the use of traditional and innovative educational technologies.
The dissertation is devoted to the study of formation of the professional culture of the future teacher of foreign languages in the process of professional training. The analysis of foreign and native philosophical, cultural, psychological and pedagogical sources shows the interest in the topic of formation of the professional culture of the future teacher, which also indicates the relevance of this problem and its priority in the process of professional training of teachers. Taking into account the requirements of the world labor market, the issue of professionalism of the future foreign language teacher at the current stage of education reform requires a high level of professionalism based on patriotism and high professional culture, humanistic and spiritual values, humanity, constructive interpersonal, intercultural and interethnic relations. Therefore, training the future teacher of foreign languages in the process of formation of professional culture is closely connected with a number of contradictions which arise between the necessity of formation of professional culture as a component of the professional competence of the future teacher of foreign languages and the future specialist's awareness of the priority of professional culture development in the process of professional training; introduction of modern innovative technologies into teaching professional disciplines in the process of forming the professional culture of future foreign language teachers and the actual pedagogical skills of teachers; the need to create pedagogical conditions for the formation of the professional culture of future foreign language teachers and the inadequacy of the developed scientific, methodical and theoretical tools; integration processes of professional and cultural knowledge and their insufficient practical use. 10 The interrelationship of cultural and educational spheres and their role in the formation of an individual and his professional activity is traced. Theoretical approaches to the concepts of "culture", "professionalism", "professional culture", "professional competence", "cultural competence", "innovative technologies" have been clarified and summarized. Based on the various researches of scientists regarding the definition of the concepts of "professional culture" and "professional culture of a teacher", the author's definition of "professional culture of a future foreign language teacher" was formulated, which is interpreted as a set of professional and cultural knowledge, abilities and skills that are necessary for effective work in the professional sphere that promotes the ability to master, perceive and transmit knowledge, integrate skills and abilities into the cultural processes of the society through the prism of linguistic, ethical, spiritual, and moral guidelines. The professional culture of a future teacher of foreign languages is a personal formation that requires understanding and respect not only for national culture, but also for the perception of other cultures, the ability for multicultural interaction and professional identification in the process of socialization. In the course of the study, it became clear that formation of the professional culture of future foreign language teachers is an integral process of professional establishment, since higher pedagogical education involves the development of such professional qualities that will lead to the improvement of the specialist's professional and cultural growth. Herewith, the formation of professional culture faces a number of problems that arise during professional training and among which we consider such as development of cultural maturity of students, the influence of mass culture and subcultures on the formation of professional culture, negative manifestations of Internet culture or cyber culture in professional training of future foreign language teachers. Therefore, in order to eliminate many problems that arise in the process of forming the professional culture of future foreign language teachers, we consider it necessary to focus attention on the development of cultural competence of students. Professional culture of the future teacher of foreign languages is seen as a dual component, which is simultaneously a component of professional and cultural 11 competencies. Which means that professional culture is at the intersection of these two competencies, and they influence its formation. Therefore, the definition of professional and cultural competences was formed in the process of formation of professional culture. The professional competence of a future foreign language teacher in the process of forming professional culture is defined as a set of necessary professional knowledge, abilities and skills, which include a communicational, linguistic and ethical principles based on cultural grounds. While we consider the cultural competence of the future teacher of foreign languages in the process of formation of professional culture as a harmonious combination of professional knowledge with socially necessary abilities, skills and a set of knowledge of the teacher of the appropriate profile about culture and understanding of cultural processes that took place and are taking place in the world and are based on national and cultural traditions and tolerant attitude towards other cultures, respect for native and foreign languages and their speakers, promotion of native culture and understanding of the meaning of cultural education in professional training. There are many approaches to defining the components of professional culture in local scientific and educational practice. Taking into account peculiarities of professional activity of a foreign language teacher, we singled out necessary components of the professional culture of future foreign language teachers, which included the professional-axiological, psychological-reflective, creative, informational-communicative components. In the basis of the professional axiological component lies creation of valuable attitude towards the future profession, the study of disciplines that will contribute to the motivation for professional self-development and self-improvement. This component is aimed at perception and understanding of the teaching profession, its value and moral foundations, which combines mastering necessary knowledge, abilities, skills of a teacher of foreign languages, the ability to perceive and apply innovations in pedagogical practice and tendency for selfdevelopment. The psychological-reflexive component combines all the primarily necessary psychological manifestations which require development in the process of professional training of the future teacher of foreign languages and contribute to the 12 formation of professional culture. Among them are motivation, self-evaluation, adaptation and reflection. In the teacher's professional activity, the creative component is a necessary lever in the formation of the professional culture of the future teacher of foreign languages, which contributes to the introduction and application of educational innovations in the educational process, helps to improve professional skills through the prism of non-standard solutions. The future teacher of foreign languages must have the skills to use the latest technologies for the development of his professional skills and self-development using information and communication solutions, which are the basis of this component, therefore the element proposed by us is a requirement of the modern process of educational development. All the components of professional culture are interconnected. The diagnostic system for the formation of the professional culture of future foreign language teachers in the process of professional training includes criteria, indicators and levels. The components of professional culture (professionalaxiological, psychological-reflexive, creative, informational-communicative) were taken as criteria for the formation of professional culture. According to the developed criteria and indicators, three levels of formation of the professional culture of future foreign language teachers were distinguished: high (creative), medium (sufficient), low (initial). Requirements for the professional training of future teachers are in a constant process of growth, which is reflected in the level of professional culture of these specialists. Such processes contribute to the development and introduction of innovative technologies into the educational process, which counterbalance traditional approaches to teaching professional disciplines and the formation of the qualities that are necessary for the future teacher, therefore they require revision and implementation of new methodological approaches. Formation of professional culture of future teachers of foreign languages in the process of professional training is considered from the standpoint of systemic, competence-based, cultural and student-centered approaches. All approaches form a hierarchy (the system approach is at the base of the triangle, the next step is competence-based, cultural approach, and the student-centered 13 approach is at the top of the triangle) and are interconnected and interdependent, since the absence of one of the approaches can lead to a low level of formation of professional culture, while their consistent use complements each other. The effectiveness of formation of professional culture of the future foreign language teacher is ensured by appropriate pedagogical conditions, which we define as a unifying component that ensures the interaction of the factors necessary for the educational process and its organization. This component is based on the active interaction of the teacher and the student. The following pedagogical conditions of professional culture formation were identified as integral: provision of favorable social and psychological climate for improving motivation to study and formation of professional culture; directing the future foreign language teacher to professional self-development and acquiring personal experience of professional culture in the process of professional training; introduction of innovative and interactive learning technologies for effective formation of professional culture of future foreign language teachers through the process of integration of cultural knowledge into special disciplines. Professional formation of a modern teacher or a teacher of the future cannot be carried out without the search and implementation of innovations into the educational process. Modern education, in which distance and blended learning are actively used, requires the introduction of innovative, interactive and information technologies. In the process of professional culture formation we interpret innovative educational technologies as those that are based on traditional technologies and are transformed depending on the educational needs of students using educational innovations and interactive forms and methods of learning that contribute to the assimilation of professional knowledge, encourage self-development throughout life and form components necessary for professional competence, including professional culture. While we consider interactive technologies as components of innovative technologies which is a necessary component for the assimilation of professional knowledge through active interaction of all participants in the educational process. The 14 concept of interactivity at the current stage of educational development is incomplete without the use of computer technologies. Educational information technologies perform the function of a necessary tool in the modern educational process and are interdependent with the methods and technologies used by the teacher for effective knowledge acquisition in the classroom and distance learning process, which contributes to the formation of professional culture of future foreign language teachers. The application of information technologies based on innovative teaching methods in the process of classroom, distance and blended learning has become a positive factor in the formation of professional culture of future foreign language teachers. The relationship of traditional, innovative and interactive teaching technologies (methods), which are independent from each other but, at the same time, interact with each other, is necessary for the formation of professional culture of future foreign language teachers. To implement pedagogical conditions in the process of forming professional culture of future foreign language teachers, various methods and technologies were used in the process of professional training, namely: traditional classes (lectures, seminars, practical classes), innovative technologies (games, training, interactive), the "Aquarium" method, "Synthesis of thoughts", the method of mental maps and crossexamination, training exercises "Art exhibition", "Step to professional culture". The structural-functional model of formation of professional culture of future foreign language teachers consists of three interrelated and interdependent blocks: objective, theoretical-methodological, control-resultative and organizationalpedagogical conditions that unite these blocks. The structural components of these blocks are the aim, methodological approaches, classroom and distance learning, information technologies, which are transformed into blended learning; components of professional culture, which are criteria; levels of professional culture of the future foreign language teacher. 15 The effectiveness of the suggested structural-functional model of cultural competence of future teachers was verified by the method of mathematical statistics (Kolmogorov-Smirnov agreement criterion) with 95% of reliability of the results. The scientific novelty and theoretical significance of the obtained results are that for the first time: - the organizational and pedagogical conditions for the formation of the professional culture of future foreign language teachers in the process of professional training were theoretically substantiated and experimentally verified (ensuring a favorable social and psychological climate for improving the motivation to study and the formation of professional culture; directing the future foreign language teacher to professional self-development and acquiring personal experience of professional culture in the process of professional training; introduction of modern innovative learning technologies for effective formation of professional culture of future foreign language teachers through the process of integration of special disciplines with cultural knowledge); - the components of professional culture of future foreign language teachers in the process of professional training are highlighted (professional-axiological, psychological-reflective, creative, informational-communicative); - diagnostic system of formation of professional culture of the future foreign language teacher in the process of professional training (criteria, indicators, levels – high (creative), medium (sufficient), low (initial)) is developed; - structural and functional model of professional culture of future foreign language teachers in the process of professional training was designed and implemented; - the methodical base for implementation of organizational and pedagogical conditions and the introduction of innovative learning technologies in the process of professional training for the integration of cultural foundations into professional knowledge has been improved; stimulating students' interest in studying the basics of national and world culture; provision of conditions for the development of cultural knowledge with the integrated use of traditional, innovative and informational learning 16 technologies; motivating students to apply cultural knowledge in professional activities. - the essence of the concepts "professional culture of the future foreign language teacher", "cultural competence in the process of formation of professional culture", "innovative learning technologies", "interactive learning technologies", "information learning technologies" has been clarified; - innovative and traditional learning technologies gained further development in the process of forming professional culture of the future foreign language teacher. The practical significance of the obtained research results is that a structuralfunctional model of formation of professional culture of future foreign language teachers in the process of professional training was created and implemented; methodical support for the formation of the professional culture of future foreign language teachers using traditional, innovative, information technologies, the "Aquarium" and "Synthesis of thoughts" methods, the method of mental mapping and cross-examination, training exercises "Art exhibition", "Step to professional culture" has been put into practice; theoretical and methodological support for ensuring formation of professional culture of future foreign language teachers in the process of professional training has been developed. The materials of the dissertation can be used in the process of professional and cultural training of future foreign language teachers in institutions of higher pedagogical education for the purpose of forming professional culture with the use of traditional and innovative educational technologies.
Description
Вища освіта. Професійна освіта. Підготовка майбутніх педагогів. Професійна культура
Keywords
професійна культура, професіоналізм, культура, вчитель іноземних мов, традиційні технології навчання, інноваційні технології навчання, інтерактивні технології навчання, professional culture, professionalism, culture, foreign language teacher, traditional learning technologies, innovative learning technologies, interactive learning technologies, information learning technologies., інформаційні технології навчання
Citation
Дученко А. В. Формування професійної культури майбутнього вчителя іноземних мов у процесі фахової підготовки: дис.. на здобуття наук. ступеня доктора філософії за спец. 015 Професійна освіта / А. В. Дученко; ВДПУ ім. Михайла Коцюбинського. – Вінниця : ВДПУ, 2023. – 293 с.