Professional mobility of the future teacher of foreign languages: psychological and pedagogical conditions

Abstract

This research has been conducted to determine the main characteristics of the theoretical-methodological basis of the concepts of "mobility", "professional mobility of the future teacher of foreign languages", "conditions", "pedagogical conditions" at institutions of higher education. The author has researched, analyzed and outlined the leading psychological-pedagogical conditions of future specialists’ professional mobility in the field of foreign languages (activity of practical-pedagogical action in a foreign language, students' adaptability in different conditions, collectives, situations, professions, psychological support for the process of professional mobility’ s formation through an individual trajectory of professional training and professional implementation). The author analyzed and defined "pedagogical conditions" as: a set of necessary factors, criteria, characteristics, methods; the so-called organized environment that influences the qualitative and effective improvement of the process of forming the professional mobility of future foreign language teachers in higher education institutions.
The main factors and criteria of the process of formation of foreign languages students’ professional mobility (administrative-organizational, content, methodological and personal levels) have been determined. At the administrative-organizational level, such factors include: the establishment of a credit system; adoption of a common European qualifications framework; the existence of a system of mutual recognition of qualifications and diplomas; the establishment of a system of mutual recognition of periods of study in another European higher educational institutions. At the content level, the leading factors in ensuring the professional and pedagogical mobility of future teachers are: the internationalization of the content of learning and the activation of the introduction of lingua franca (language of international communication). At the methodological level, factors associated with the transfer of the main emphasis on the development of critical thinking, creativity, ability to solve problems, risk assessment, decision-making, constructive expression of feelings, activation of design and research activity, reflective thinking. At the individual level, factors have been identified that focus on internal motivation of the individual and the ability to solve problems related to cultural interests, aspirations to avoid daily routine.