MODERNIZATION OF PEDAGOGICAL STRATEGIES OF LANGUAGE TRAINING OF SPECIALISTS: THE EXPERIENCE OF GREAT BRITAIN

The statement of basic materials. The article analyzes the modernization of the system of professional training of teachers using the example of the educational experience of Great Britain, in particular, taking into account the fundamental state documents in the field of pedagogical education: National Standards of a Qualified Teacher, National Curriculum for Basic Teacher Training, etc. Attention is drawn to the fact that the modernization of the higher education system contributes to the introduction of innovative pedagogical technologies, the revision of traditional lecture-seminar forms of education and the more active involvement of students in tutoring, discussions, role-playing games, master classes and project activities. An important role in this is played by the many years of experience of universities and pedagogical colleges, which combine theory with an extensive system of practice in partner schools. Such an organization of education allows future teachers to try out different approaches to teaching at the training stage and, at the same time, develop the ability to reflect and improve their own professional skills. Along with this, the key task is the formation of general pedagogical and subject-specific competencies, including mastering various teaching methods and techniques, the development of communication skills, information and communication skills and the ability to critically analyze their own activities. At the same time, considerable attention is paid to the independent work of students, in particular, their preparation of essays, abstracts, methodological developments and participation in research mini-projects. This approach meets European requirements for the training of educators, according to which teachers must not only possess relevant knowledge, but also be able to apply it to them in the rapidly changing conditions of the educational environment, supporting their own scientific and pedagogical mobility and ability for continuous professional development. Conclusions. It has been established that the modernization of foreign language pedagogical education involves the mastery of subject-specific and professional-pedagogical competencies, which should ensure the ability of future teachers to effectively use traditional and innovative pedagogical technologies, to carry out differentiation and individualization of foreign language teaching, to develop students' cultural and linguistic awareness, to adequately assess students' knowledge and monitor their success, as well as general skills in working with information and communication technologies, technical means of teaching and being able to develop models for optimizing foreign language teaching with their use. It has been revealed that the key features of the professional training of a future language teacher in the UK are the orientation on general-didactic and subject-specific state standards of professional competence; the significant role of tutoring learning technologies; the predominance of independent work of students over other types of educational activities; continuous pedagogical practice under the guidance of mentors.