Open AccessStages and trends in the development of foreign language education in the context of future teachers' training
Author(s) -
Iryna Onishchuk,
Iryna Shaposhnikova,
Shalyov Andriy,
Nataliia Piasetska,
Nataliia Tonkonoh,
T. Zelinska,
Viktoriia Babadzhanian,
Maryna Shpylova
Publication year - 2020
Publication title -
naukovij časopis nacìonalʹnogo pedagogìčnogo unìversitetu ìmenì m.p. dragomanova. serìâ 15, naukovo-pedagogìčnì problemi fìzičnoï kulʹturi /fìzična kulʹtura ì sport/
Language(s) - English
Resource type - Journals
ISSN - 2311-2220
DOI - 10.31392/npu-nc.series15.2020.8(128).30
Subject(s) - foreign language , modernization theory , context (archaeology) , pedagogy , multiculturalism , language education , sociology , political science , mathematics education , psychology , history , archaeology , law
It is generally accepted in the scientific discourse that the existing system of foreign language education is the result of its long historical development, therefore, the analysis and generalization of the historical experience of this industry is necessary during the modernization of modern humanitarian education in Ukraine. The analysis of historical, social, cultural and, pedagogical conditions and factors that led to changes in the purpose, tasks and, the content of foreign-language education in Ukraine made it possible to determine three stages of the development of foreign language education in the context of future physical education teachers‟ preparation at pedagogical universities in Ukraine from the middle of the ХХ to the beginning of the ХХІ century. The first stage (1950-1960) is the stage of forming the general scientific interest in the phenomenon of foreign- language education. The second stage (1970-1980) is foreign language education in the conditions of higher education reform. The third stage (1990-2018) is the stage of sustainable development of foreign language education in the conditions of integration into the European educational space. The historiographic analysis made it possible to determine the interdisciplinary essence of foreign language education, which is that: learning of any non-native language has to be accompanied by studying the culture of the people, which develops the ability to understand world culture as a whole, forms the ability to navigate in a modern multicultural and information society.