Transformation of linguistic-methodical training of the future teacher of vocabulary in the conditions of today's challenges

Abstract

The article analyzes the scientific principles of linguistic and methodological training of a future philology teacher in the context of the hierarchical triad of concepts «professional competence of philology teacher», «methodological competence of philology teacher», «linguistic and methodological competence of philology teacher». The author has formulated her own definition of «linguistic and methodological competence of a future philology teacher» as the ability to organise a high quality and responsibly approached process of teaching the native (official) language at a high scientific and methodological level, in institutions of different types of blended learning, including modeling lessons of different types and efficiently applying methods, techniques, tools and technologies of teaching the language, learning and implementing pedagogical innovations in the practice of language teaching, critically evaluating one's own experience as well as professionals' one, reflecting, creating modern and methodologically balanced educational content, including electronic one, learning and improving oneself in the context of life-long learning. Additionally, this article highlights a range of actual problems which arose in the conditions of reforms, standardization of secondary school and higher Ukrainian language- based education, rapid advances in information and communications technology, introduction of new forms of receiving an education (distance, web, dual and mixed education), and were aggravatated under the influence of today’s challenges. The author has expressed a range of opinions about the ways to solve the problems and outlined the perspective directions of transformation in linguistic and didactic training of future philologists, for example, a review of contents of educational training programs for experts majoring in the specialty 014 Secondary education (Ukrainian language and literature), and an increase in the number of methodologically and text-oriented courses; gradual introduction of measures, connecting with realisation of the mixed form of education and its technological support in an educational institution; organisation of the system of methodological competence development for all university lecturers; transformation of the system of methodological and linguistic training of future philology teachers.