Authors

This article focuses on the development of a model for professionally- oriented language training and development of foreign language teachers. The relevance of the research is explained by the need to improve the quality of pedagogical education in Russia, as reflected in national educational projects and concepts. The authors analyze existing approaches to teacher training, highlighting key problems such as uneven quality of training and lack of shared approaches to its implementation.

The proposed model includes five main blocks: normative-goal-setting, methodological, content-technological, competence-based, and result-oriented. The normative-goal-setting block is based on state educational standards and professional teacher standards. The methodological block relies on action-oriented, interdisciplinary, competence-based, communicative, integrative reflective, socio-cultural, and strategic approaches. The competence-based block defines the basic professional competencies of a language teacher, such as general pedagogical, linguodidactic, communicative, managerial, research, and self-educational. Special attention is paid to professional communicative pedagogical strategies, which are considered a key element of the learning content. The content-technological block includes a learning resource module with programs of disciplines and advanced training, as well as methods and forms of personality-oriented and blended learning. The importance of a unified assessment toolkit for comparing the level of training of students and practicing teachers is emphasized.

The effectiveness of the model is aimed at increasing the number of language teachers with developed professional communicative competence, which, in turn, should contribute to improving the quality of pedagogical communication in the country. The experience of implementing the model in a number of leading universities in Russia confirms its potential for further implementation.