Analysis of theoretical foundations of the integrative approach to the training of philology teachers in higher education institutions of Ukraine

Abstract

Modern transformational processes in the system of higher pedagogical education in Ukraine necessitate a rethinking of the methodological foundations of the professional training of future teachers of philology. The strengthening of interdisciplinary ties, the digitalization of the educational space, and the change in societal expectations regarding the role of the teacher actualize the integrative approach as a systemic principle of organizing the educational process. At the same time, the scientific discourse retains terminological variability and fragmentation of interpretations of integration, which requires conceptual clarification of its content and structural-functional mechanisms of implementation. The purpose of the study is the theoretical substantiation of the integrative approach as a methodological basis for the professional training of future teachers of philology in higher education institutions of Ukraine, the clarification of its conceptual content, and the determination of the mechanisms of implementation in the modern educational environment. The study used a set of complementary methods, including theoretical analysis and synthesis of scientific sources on the philosophy of education, pedagogy, and teaching methods, comparative-structural analysis of approaches to knowledge integration, systematization of scientific positions, theoretical modeling of structural components of professional training, as well as generalization of modern approaches to the organization of the educational process in higher education institutions. As a resultof the study, the essence of the integrative approach as a systemic principle of organizing professional training, which ensures the integrity of the worldview, cognitive, and activity development of the future teacher, is specified. The main theoretical interpretations of integration in educational discourse are summarized and their significance for the formation of the professional competence of a teacher of philology is determined. The structural-component model of integrative training, which includes cognitive, activity, communicative, value-motivational, and digital-methodical components, is substantiated. The mechanisms for implementing the integrative approach through substantive, organizational, technological, and evaluative tools of the educational process are systematized. It is substantiated that integration is the methodological basis for the modernization of pedagogical education in the conditions of transformation of the humanitarian sphere. The conclusions state that the integrative approach ensures consistency between theoretical training and pedagogical practice, contributes to the formation of complex professional competence, and increases the quality of the educational process. The obtained results create a theoretical basis for further empirical studies of the effectiveness of integrative training models and the development of criteria for evaluating the level of integration of educational programs in the higher education system of Ukraine.