Authors’ names:
Elena N. Dmitrieva, Natalia V. Makshantseva, Marta Valeri – Linguistics University of Nizhny Novgorod, Nizhny Novgorod, Russia
Abstract:
The article examines the pedagogical conditions for the professional training of foreign language teachers, the design of which is based on the principles of the meaning-centered paradigm. The designation “meaning-centered paradigm” indicates the priority of forming professional and personal meanings in students during their professional training. The relevance of researching the pedagogical conditions for modernizing teacher training within this paradigm is driven by a shift in the emphasis of its core objectives. A teacher’s ability to perform complex professional tasks is impossible without the actualization of their professional and personal meanings, which underscores the necessity of creating pedagogical support for their development during the university training stage. Based on an analysis of existing research literature and a synthesis of professional experience in foreign language teacher training, the purpose of this article is to clarify the significance of the meaning-centered paradigm as a heuristic foundation for updating educational practice at the university level. Furthermore, it aims to propose pedagogical conditions for professional training that align with its essence and account for modern requirements for a teacher’s professional identity. The novelty of the research is associated with the conceptualization of the meaning-centered paradigm as a productive methodological tool for understanding and transforming the process of teacher training, serving as a determining basis for its modernization. It is also seen in the identification of a complex of pedagogical conditions that activate the internal mechanisms of professional and personal meaning-making. In the article, pedagogical conditions are described as a multifaceted phenomenon encompassing both external factors (content, pedagogical measures, methods, means, tools, etc.) and internal factors (psychological, personal) that determine the formation of students’ professional and personal meanings. Collectively, these conditions facilitate the transformation of the professional training process in line with the meaning-centered paradigm to ensure the effective development of a foreign language teacher’s professional identity. From a functional standpoint, the pedagogical conditions are defined as a complex, systemically organized instrumental and methodological mechanism for modernizing the professional training of foreign language teachers at the university. This system comprises three groups of conditions: scientific-pedagogical, organizational-pedagogical, and educational-pedagogical. The scientific-pedagogical conditions are represented by transdisciplinary and informational-meaning-based approaches, which involve the formation of professional concepts in students’ minds and the organization of pedagogical communication during the acquisition of professional knowledge. The organizational-pedagogical conditions ensure that the process of mastering professional skills remains active and practical in nature. The educational-pedagogical conditions involve the implementation of hermeneutical teaching methods to foster professional and personal meanings while mastering professionally significant information. The article outlines the most essential characteristics of all three condition groups. The conducted research concludes that professional training at the university represents not only the activation of individual students’ isolated cognitive functions and abilities but, essentially, an organic part of their conscious life activity, serving as a meaning-forming factor in the development of their professional identity.
| Section | CROSS-CULTURAL COMMUNICATION. TOPICAL ISSUES IN EDUCATION |
| DOI: | 10.47388/2072-3490/lunn2025-71-3-135-153 |
| Downloads | 324 |
| Key words | meaning-centered paradigm; professional and personal meaning; transdisciplinary principle; professional conceptual sphere; professional identity |