STRUCTURAL AND FUNCTIONAL MODEL OF TRAINING FUTURE FOREIGN LANGUAGES TEACHERS FOR THE PROJECT-BASED LEARNING: THEORETICAL ASPECT

Authors

  • Iryna BEI Postgraduate Student, at the Department of Theory and Methods of Preschool and Special Education, Vasyl Stefanyk Precarpathian National University, Ukraine https://orcid.org/0000-0002-9308-3305

DOI:

https://doi.org/10.15330/obrii.50.1.136-139

Keywords:

structural and functional model, future teachers, foreign languages, project activity, substantial blocks, components of the model

Abstract

The article deals with theoretical aspects of constructing the model of training future foreign languages teachers for project activity in comprehensive educational institutions. It highlights scientific approaches to creating this model, which are: systematic, personal, active, competency-based, contextual, interdisciplinary and reflexive.

The structural and functional model is presented in unity and cooperation of such substantial blocks as: purposeful, theoretical and methodological, organizational and methodical, diagnostic and resulting. The criteria of future teachers’ readiness for the project-based learning have been singled out. They are: motivational and valuable, cognitive and informative, operational and active, reflective and evaluative.

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Published

2020-02-18

Issue

Vol. 50 No. 1 (2020)

Section

Scientific articles