Integration of psychological-pedagogic disciplines and methods of teaching as a problem of pedagogic education

Relevance of the study is determined by modern value and meaning determinants, national ideas and key strategies for the development of education in the Russian Federation, actualizing the need for scientific research and practical implementation of new approaches to the training and personal and professional development of foreign language teachers in pedagogic education and the national system of teachers’ growth (NSTG).
Aim of the study is to reveal the essence and resource possibilities and opportunities of the psychological-pedagogical and language training of a foreign language teacher, as the core of modern pedagogical education due to the requirements of the National Professional Standard “Teacher (pedagogical activity in the field of primary general, basic general, secondary general education)” and the Federal State Educational Standard of Higher Education 3++ in Education and Pedagogical Sciences.
Research methods. The study is based on the unity and interaction of system and activity, metasubject and competence-based approaches to improving the psychological, pedagogical and methodological training of a foreign language teacher. Research methods: theoretical analysis of literature and special research; design of the content and technologies of training; experimental training; testing.
Scientific novelty and/or theoretical and practical significance. Scientific novelty of the study lies in the contribution to the development of an integrated approach to a foreign language teacher preparation and the reserves for students’ mastering the subjects of psychological-pedagogical and subject-methodical cycles. The methods of strengthening the professional orientation of the language training of future foreign language teachers by relying on the integration of psychological and pedagogical and subject-methodical knowledge have been developed. The analysis of the problem of integration of psychological-pedagogical and methodical training of a foreign language teacher presented in the article enriches the content of the theory and practice in the context of changing and transforming pedagogical education in general, and foreign language education of a teacher, in particular. The identified and characterized resource opportunities and reserves for the integration of psychological, pedagogical and methodological training of a foreign language teacher expand the scientific understanding of the core of pedagogic education and can be used as the basis for further methodological, theoretical and research development of a meta-subject approach to improving teacher training for School 4.0.
Results.  Scientific-theoretical approaches to the study of the essence of the phenomenon of integration of psychological-pedagogical and language training of a foreign language teacher are systematized and characterized. The educational and developmental possibilities of implementing a meta-subject approach to improving the training of a foreign language teacher in the system of teacher education are substantiated. The theoretical analysis of special literature, the analysis of educational practice led the authors to the conclusion that the integration of psychological-pedagogical and subject-methodical training, as the core of the content and technologies of teacher education, is a reliable resource and an effective tool for the formation of both professional culture and personal and professional development of a foreign language teacher. Examples of cases from the practical experience of the authors are presented.
Conclusion. The conducted longitudinal study, the basis of which was the design of the content of teaching and technologies of an integrated approach to the training of a foreign language teacher proved its effectiveness by strengthening the principle of professional orientation of language (foreign language) teacher education. The developed methods of strengthening the professional orientation of the language training of future foreign language teachers based on the integration of psychological, pedagogical, and subject-methodical knowledge can be used in educational activities (44.03.01 Pedagogical Education (“Foreign Language”), 44.03.05 Pedagogical Education (“Foreign Language” + “Foreign Language”).

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