MODERN ASPECTS OF TEACHING FOREIGN LANGUAGE OFFUTURE PRIMARY SCHOOL TEACHERS

Abstract

The article is devoted to the consideration of contemporary aspects of foreign language training for future primary school teachers. It analyzes the characteristic features of different approaches to foreign language learning. The system of foreign language training for future teachers during the formation of Ukrainian statehood correlated with the transformation of methodological approaches, the updating of academic programs, and the implementation of functional educational requirements of higher pedagogical education institutions. Among the factors that contributed to the changes, it is worth highlighting the formation of professional standards for teachers, the use of foreign experience and effective methods of teaching foreign languages, adherence to the principle of humanization, changes in the system of training future primary school teachers, and the reorientation of the goal of foreign language training from the study of lexical and grammatical units to the formation of foreign language communication skills. The updated professional standards for primary school teachers define the specifics of training in the segment of foreign language teaching (linguisticcommunicative, subject-methodological, information-digital, psychological, pedagogical partnership, inclusive, project-based, predictive, evaluative-analytical, innovative, reflective competencies, the ability to learn and grow professionally throughout life). Foreign language training for future teachers is important in the modern educational space. It includes not only a high level of foreign language proficiency, but also the ability to use it effectively in professional activities. Among the necessary aspects of this training, we identify a high level of foreign language proficiency, methodological competence, the use of modern technologies, intercultural communication, and others. Future teachers acquire a range of professional competencies in the context of fundamental knowledge, skills, and abilities, accompanied by flexible, creative, digital, and life skills. In the realities of pedagogical activity, this balance changes dramatically in accordance with the characteristics of the educational process.