DESIGNING THE CONTENT OF FOREIGN LANGUAGE TEACHING OF FUTURE PRIMARY SCHOOL TEACHERS IN THE CONTEXT OF CHANGES IN THE EDUCATION SYSTEM (SECOND HALF OF 20TH – BEGINNING OF 21ST CENTURY)

Abstract

The purpose of this article is to examine the content of foreign language training for future primary school teachers in the context of changes in the Ukrainian education system in the second half of the 20th – early 21st century. The research methodology is based on the study and analysis of the components that determined the content of foreign language education, the study of socio-pedagogical phenomena, the views of scientists on the implementation of foreign language teaching in higher education, and the characteristics of foreign language teaching experience in higher education institutions at different stages of the period under study. The construction of the content of foreign language teaching for future primary school teachers is analyzed in the context of changes in the higher education system of Ukraine (during the Soviet period and the period of independence). The scientific novelty lies in the fact that, using the method of analysis of scientific literature and the results of historical and methodological research, an analysis of the foreign language training of future primary school teachers was carried out with an analysis of the content. Conclusions. To ensure a comprehensive approach to foreign language teaching, it is necessary to form elements of pedagogical support, which is a direct task of the higher pedagogical education system. For future primary school teachers, an important feature of training is a focus on the integration of the educational format of pedagogical activity. The use of theoretical knowledge and methodological tools ensures not only the consistency of pedagogical skills, but also the ability to increase the functional level of educational activity through the use of innovative tools, which forms the dynamism and flexibility of the professional matrix of competencies of a primary school teacher. The concept of language policy regarding foreign language teaching boils down to two key characteristics: purpose and value. Foreign languages are, in fact, a cross- section that determines the level of socio-cultural development dynamics. The demand for foreign language learning indicates the integration potential of a state or community, so language policy is a continuation of socio-cultural demand.