FOREIGN LANGUAGE ENVIRONMENT AS A CONDITION FOR THE FORMATION OF A PROFESSIONAL PREPARATION OF A FUTURE FOREIGN LANGUAGES TEACHER FOR THE ORGANIZATION OF MENTAL ACTIVITY OF THE INDIVIDUAL

Natalia Bozhko

(Kropyvnytskyi, Ukraine)

The notion of the "environment" in the broad sense means surrounding. For the psycho-pedagogical analysis of the environment the "theory of possibilities" by James Gibson is rather meaningful [6]. James Gibson uses the category of possibilities, emphasizing the active side of the person-subject, mastering his life environment. Opportunity serves as an intermediate link between the subject and the environment, and is determined by the properties of the and environment and the subject. The more and more fully the person uses the possibilities of the environment, the more successful is its free and active self-development.

Defining the meaningful, structural and functional features of the future teacher of a foreign languages, in our opinion, the following features need to be taken into account: requirements for the meaning of the professional training and the level of the professional competence of the foreign languages teacher, defined in the state qualificational characteristics and curricula of higher educational institutions, other normative documents; the content of the professional characteristics of the foreign languages teacher ​​in the context of determining his basic professional qualities and characteristics; analysis of the features and structure of the professional future teacher of foreign languages; scientific approaches to the definition of the meaning and structure of the professional culture of a specialist, a teacher, of pedagogical culture; the structure and functions of culture as a social phenomenon.

Also among the main qualities of a modern foreign languages teacher scholars [8; 9; 12] call creativity and innovation as the ability to overcome traditionalism in the process of learning foreign languages, and reflective thinking as the ability to adjust the conceptual apparatus, previous experience, to make it adequate to modern pedagogy [12]. Scientists distinguish several types of activities of the would-be foreign language teacher:

• cognitive activity - forms a worldview, the need for education, promotes intellectual development and mastering scientific knowledge;

• value-orientational - is aimed at rational comprehension of universal and social values of the world;

• communicative - the goals are communication with other people as a value [4, 11].

At the same time, according to scientists’ opinion, the activity of the teacher is characterized by the superiority of mental work and the availability of basic professional education (professional knowledge and professional skills), wide autonomy of the corresponding socio-occupational group (subculture), since it allows society to make appropriate decisions without pressure from the part of "nonprofessionals" [9, 1]. These rules are undoubtedly enshrined in the professional culture of the foreign languages teacher.

Analysis of scientific literature [12] allows us to assert that the process of professional adaptation of the future teacher of a foreign language, and, consequently, the formation of his professional orientation and training will be successful, when his purposeful motivational activity is provided. Accordingly, the professional orientation of the individual is determined by a set of persistent, peculiar motifs, which guide her activity and behavior regardless of actual situations. Consequently, in the broad sense, under the motive, we mean the combination of external and internal factors associated with satisfaction of a particular need of the individual, which determine the degree of manifestation and orientation of his activity.

There are two groups of motives: external and internal [7]. In the first group, the focus is on the achievement of certain results, the second we focus on the process itself. In this case, external motives are usually asked from the outside (motives - incentives), while internal motivation (actually motives) is generated by the person himself. There are also potential and relevant motives.

By the meaning of activities we most often distinguish the following groups of motives:

• professional (related to professional activity);

• broad social (the desire to occupy a certain place in the society, to increase social status);

• narrow social (communication, the desire to have a definite status in a particular social group (labor, academic group));

• cognitive, self-development;

• achievement (the desire to achieve certain results in the activity);

• utilitarian (the desire to get immediate advantages or to avoid danger) [3].

Social motives are based on the awareness of themselves as a member of society with a primary responsibility to work for the benefit of society, which involves self-development and self-realization as a mature person. We agree with O. Arnoldov that the optimal meaningful effect of the activity is achieved, when motives in the professional culture of this group are combined with the social and personal meaning of labor [2, p. 119]. To the social motives of the future foreign languages teacher’s activity must be included the motives associated with the awareness of the social role of a teacher, and with the formation of the needs of public recognition in the structure of professional culture. To socially valuable motives of pedagogical activity are included: a sense of professional duty, responsibility for the upbringing of children, honest performance of their functions, awareness of the high mission of the teacher.

The group of motives for self-improvement, self-development is based on the need for constant personal and professional growth and the associated awareness of the need to match a certain ideal, formed within the professional subculture. It includes the motives that determine the function of professional culture to direct future teachers to constantly inrich their professional knowledge, general intellectual level, improve their professional skills and abilities.

The Group of motives of professional activity determines the interest to the sense of the pedagogical activity itself, its results and consequences. It should be noted that the problem of motivation of teaching activity is one of the most complex.

If you combine those who have chosen a pedagogical profession in accordance with their inclination to study and upbringing, their interest in children, then no more than half of future teachers choose a profession, guided by the motives that indicate the pedagogical orientation of their personality. The choice of a teaching profession in accordance with one or another motive largely determines the motives for studying at universities. If we take into account that the motive is nothing more than an object of necessity, then for future teachers such an object may have a "pure" cognitive interest, an attempt to prepare for independent professional activity better, a sense of duty and responsibility, or a desire to stand out among fellow-students, to take a prestigious place in the team, to earn praise, to receive a high scholarship.

A teacher, as a beginner, started his work, giving all his strength because he was guided by ambitious feelings. But over time, he was interested in the process of communicating with children, he got some interest in teaching.

The possession of the method determines knowledge and skills that a foreign language teacher should use to teach children the language (various methodological exercises, games, visibility, tests, etc.). Methodological qualities are closely linked to the subject matter, since knowledge of the theory of foreign languages ​​and mother tongue makes it possible to predict the mistakes and difficulties with pupils. The availability of methodological knowledge depends on the teacher's ability to plan the theme of the lesson, taking into account the level of training, the structure of the material, the preparation of the pupils, their interests. In addition, a teacher must have knowledge of the organization of extracurricular educational work in the specialty [5, p.28].

Among the factors of the formation of the training of future teachers of a foreign language for mental activity, one of the most important places is certainly professional education, the purpose of which is to form a high level of training of a specialist for pedagogical activity and his professional competence and skills, and to promote his professional development.

References:

1. Анастази А. Психологическое тестирование. — М.: Педагогика, 1982.

2. Арнольдов А.И. Человек и мир культуры. Введение в культурологию. – М.:МГИК, 1992. – 240 с.

3. Бех І.Д. Стадії професійної готовності вчителя. — Освіта. — 1999. — № 11 (листопад). — С. 7.

4. Бондаревская Е.В. Педагогическая культура как общественная и личная ценность // Педагогика. — 1999. — №3. — С.37–43.

5. Войтко В.І. Психологічний словник. — К.: Вища школа, 1982. — 216 с.

6. Гильбух Ю. З. Психодиагностика в школе. – М.: Знание, 1989.– 243с.

7. Зязюн І.А. Професійна освіта педагога: новий рівень // Освіта. — 1994. — 23 березня. — С. 6.

8. Козій М.К. Формування творчої ініціативи майбутніх вчителів, вихователів в умовах педагогічного навчального закладу: Метод. посіб. — К.: КПУ ім. М.П.Драгоманова, 1995. – 57 с

9. Маслоу А. Новые рубежи человеческой природы. – М.: Смысл, 1997. –688 с.

10. Паниотто В.И., Максименко В. Количественные методы в социальных исследованиях. — К.: Наукова думка, 1982. — 272 с.

11. Радул В.В. Діагностика особистості майбутнього вчителя: Монографія. — К.: Вища школа. — 1995. — 150с.