METHODOLOGICAL METHODS OF ENSURING THE UNITY OF TRADITIONS AND INNOVATIONS IN THE TRAINING OF FUTURE TEACHERS OF PHILOLOGICAL SPECIALITIES ON THE BASIS OF THE PRAXEOLOGICAL APPROACH

Abstract

The strategy of modern higher education is aimed at developing a national model of education focused on the formation of a creative personality, accumulation of intellectual capital, and transition from the ‘Education for All’ model to the ‘Education for Everyone’ model. It is not for nothing that the current decade has been recognised by the United Nations as the century of civilisations. The Council of Europe has also declared the twenty-first century the Year of Languages. Language and speech define human consciousness and enable us to preserve and transmit our culture and customs. Despite the traditional values and cultural codes that a language preserves, it should also be noted that it influences the consciousness and worldview of people who speak and think in it. All this has made it necessary to update the training of future teachers of philological specialities as native speakers and translators of language and speech. It has been established that the essence and specificity of pedagogical philological education with the aim of forming the professional competence of future teachers of philological specialities necessitate the use of the educational potential of innovative teaching technologies. It has been generalised that the unity of traditions and innovations in the training of future teachers of philological specialities on the basis of the praxeological approach is ensured by the following technologies: CLIL technology, ‘Flipped Classroom’ technology, case technology, IBLL technology, simulation game technology, which allow to study various aspects of the culture of the target language. The potential of the selected technologies lies in the use of interactive ways and means for future teachers of philological specialities to master various aspects of culture, atypical skills of communication interaction and solving problems of professional and pedagogical communication, as well as awareness of the possibility of effective use of these technologies in the philological education of students of general secondary education institutions.