Textocentrism as a methodological basis of professional training of future linguistics teachers

The article examines textocentrism from the standpoint of the methodology of linguodidactics, which studies the scientific organization of the formation of linguodidactic concepts and skills among higher education students, as well as the application of acquired knowledge in research related to language education. The main features of textocentrism as a methodological basis in the professional training of future language and literature teachers and the methodological potential of the text as a means of language education are determined. Based on the analysis of the general competencies of a teacher defined in the professional standard "Teacher of a General Secondary Education Institution", those competencies that prepare a teacher of Ukrainian language and literature for implementing textocentrism in teaching the Ukrainian language are identified. It is found that textocentrism is positioned as text-based learning; it is a methodological basis for the teacher's performance of labor functions based on value orientations, which are markers of high-quality communication in the educational environment and the formation of a person's characteristics. Attention is drawn to the fact that the scientific concept of textocentrism is multifaceted; it is actively researched in various fields of knowledge, primarily in the humanitarian, pedagogical, and psychological. In linguodidactics, textocentrism is considered in the system of principles or approaches to language learning. It is noted that traditional and innovative text-based learning methods and techniques are identified as an essential methodological basis for applying textocentrism. These methods and techniques are aimed at independent work of students with educational texts and include, in particular, the method of independent work with a source of information, various types of text analysis, linguodidactic analysis of the text, and communicative and cognitive methodology of language teaching from the standpoint of textocentrism.