Підготовка майбутніх здобувачів іноземної філології до професійної діяльності

Abstract

Резюме. У статті розкрито комплексний аналіз теоретико-методологічних засад професійної підготовки майбутніх здобувачів іноземної філології в умовах трансформації вищої педагогічної освіти. Визначено, що ефективна професійна діяльність сучасного фахівця іноземної мови передбачає володіння широким спектром компетентностей: мовною, методичною, психологічною, рефлексивною, міжкультурною, цифровою та акмеологічною.

Abstract. The article reveals a comprehensive analysis of the theoretical and methodological foundations of professional training of future students of foreign philology in the context of the transformation of higher pedagogical education. It is defined that effective professional activity of a modern foreign language teacher requires a wide range of competences: linguistic, methodological, psychological, reflective, intercultural, digital, and acmeological. It is noted that philologists’ training should be based on an integrative educational model combining traditional forms of learning with innovative technologies such as debriefing, chatbots, digital platforms, formative assessment, and the implementation of individualized educational trajectories. Attention is drawn to the need for developing pedagogical mastery, critical thinking, adaptability, interaction within the educational environment, self-management, and openness to professional development. The article substantiates the role of teaching practice and mentorship in shaping students’ professional identity. It explores the prospects for introducing flexible digital solutions, acmeological support, institutional cooperation, and the formation of a sustainable motivational environment for professional growth. The necessity of implementing innovative forms of educational support is highlighted, including digital lesson modeling, microlearning, training modules, and simulation platforms that ensure effective integration of theoretical knowledge and practical skills. It emphasizes that only a holistic approach to training that combines academic mobility, interdisciplinarity, creativity, and digital transformation enables the formation of a competitive, adaptive, and professionally mature specialist, ready to meet the challenges of the modern educational landscape. The practical value of the study lies in the possibility of adapting the proposed model to the conditions of a specific educational institution and further using the results to modernize curricula, teaching methodologies, and systems of professional support for philology students during their professional formation.