. The place of the theory of upbringing and education in a foreign language teacher training curriculum

Introduction. One of the central problems of training a foreign language teacher within the framework of a continuous development program “Teacher” in the field of “Theory and Methodology of Teaching Foreign Languages and Cultures” is the content of the education process. The focus is on the determination of the place of the theory of upbringing and learning in the structure of the educational program and its role in the professional pedagogical consciousness formation of the graduate. To solve this problem it is necessary to draw an eventual line between “The Theory of Education and Training” and “Pedagogy and Psychology” as the courses forming pedagogical competences, but at the same time performing different functions in the educational process.

Goal. The article aims to study inseparability and continuity of the courses in forming theoretical and practical skills of a foreign language teacher.

Materials and methods. The fundamental method of the study is the analysis of psychological, pedagogical and methodological literature, in which the main stages of professional training of a teacher are considered, the terminological base is presented. Generalization of the results of pedagogical experience within the framework of work in the university and participation as experts in various competitions of pedagogical excellence is also of practical importance.

Results and discussion. The conducted research has shown that the process of professional pedagogical competences formation of a teacher implies an inseparable connection and continuity between the courses “Theory of Education and Training” and “Pedagogy and Psychology”. These courses are complementary in the educational process, forming theoretical and practical skills of students of the program. It is advisable to include thematic sections of the discipline “Theory of Education and Training” in the curriculum of the additional educational program after studying the theoretical foundations of pedagogy and psychology, mastering the terminological basis of the discipline, its principles and methods. Such educational process design will allow to form not only professional pedagogical competences of the future teacher of a foreign language, capable of carrying out scientific research in the field of pedagogy and methodology of teaching foreign languages at different levels, but also prepare them for the role of a class tutor.

Conclusion. The results of the study can be used in the process of optimizing both basic professional training programs and continuous development programs for training foreign language teachers in higher education. Special importance should be given to the construction of educational trajectory based on the principle of continuity of education.

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