Methodological vector of professional training development of foreign language teachers

Abstract

Until recently, the question of the methodological role in the professional activity of a teacher, depending on the peculiarities of the performed functions, has remained unexplored. Also, a number of urgent problems have not been fully studied. What is the actual connection between teaching methodology and methodology? What is the influence of methodology on teaching methodology? How can methodology help teachers while implementing their multifunctional professional tasks? This study can be divided into several stages: identification of the connection between the general methodology of teaching foreign languages and methodology (the first stage of the research); clarification of the main directions of the methodological function implementation of the theory of teaching foreign languages (second stage of the research); specifying the conditions of the successful implementation of the methodological function of teaching foreign languages theory (third stage of the research). The study not only reveals the connections between teaching methodology with methodology, but also identifies the prospects for the development of methodological thought in relation to the professional training of foreign language teachers. This prospect is closely related to the methodological function of teaching methodology. The implementation of the present function is aimed at the research, reconstruction and description of certain methods and value-based objects of language education as well as methodological reflection of scientific research conducted within the framework of the given study and the educational activity. The consideration of the teaching methodology from the point of view of methodology allows us to reveal the content and direction of the methodological function realisation within the given science as well as to provide arguments for the significance of the inclusion into the scientific vocabulary of such categories as ‘methodological consciousness’ and ‘methodological culture’.

Keywords

• professional training
• foreign language teacher
• teaching methodology
• methodological consciousness
• methodological culture