Features of foreign language training for future technology teachers

Abstract

Abstract. The article is devoted to the study of the peculiarities of foreign language training for future technology teachers in higher pedagogical education institutions. The aim of the study is to theoretically substantiate the content, structure and organisational principles of foreign language training for future technology teachers, as well as to identify effective approaches, methods and forms of foreign language professional competence development based on the English language. Methods. The study uses a set of general scientific and special methods, including analysis, synthesis, comparison, generalisation of scientific sources on the problems of foreign language training for pedagogical specialities, systemic and competence-based approaches, as well as theoretical modelling of the structure of foreign language professional competence of future technology teachers. The methodological basis of the study is formed by the provisions of modern pedagogy, linguodidactics and the theory of professional education. Results. As a result of the study, the essence of the concept of ‘foreign language professional competence of future technology teachers’ as an integrative quality of personality, combining linguistic, communicative, sociocultural and professional-activity components, has been clarified. The specifics of the professional activity of a technology teacher as a factor in the selection of foreign language training content are identified, and the interdisciplinary nature of foreign language teaching is substantiated. The features of foreign language training organisation have been analysed, in particular the professional orientation of teaching materials, the integration of English with professional disciplines, the formation of communication skills in professional situations, and the use of authentic professional texts, technical documentation and digital resources in English. The effectiveness of interactive teaching methods, project activities, information and communication technologies, and independent work by students in the process of developing foreign language professional competence is established. Conclusions. It is concluded that foreign language training for future technology teachers should be systematic, professionally oriented and integrated with professional training. The implementation of such approaches contributes to increasing the level of readiness of future teachers to use English in their professional activities, professional self-development and academic mobility.