Exploring the issue of fostering values in prospective foreign language teachers

Aim. To investigate the problem of fostering value dominants in prospective foreign language teachers and, based on the obtained diagnostic data, to develop guidelines to help students understand and accept family values as the leading dominants in personality development.

Methodology and methods. To achieve the goal, the theoretical methods of cognition were used: analysis of pedagogical, psycholinguistic, and linguistic literature; synthesis and modeling of social and cultural processes, methods of empirical research: questionnaires, observation, interviews, methods of problem-based learning, methods of statistical data processing. The theoretical and methodological basis of the study was the axiological (N. D. Galskova, N. F. Koryakovtseva, V. A. Slastyonin, E. G. Tareva, N. V. Yazykova), humanistic (N. G. Pribylova) and sociolinguistic (J. van Ek, D. Hymes) approaches to education and personality development, modern scientific ideas about the importance of the educational concept (V. A. Malinin, G. V. Sorokovykh), which is considered the most important priority in the system of modern education.

Results. The experience of building discussion platforms and developing various events in the format of online forums with students and teachers from different regions of Russia shows positive examples of developing professionally and personally significant qualities in prospect foreign language teachers for interaction with all participants of the educational process and contributes to the development of the concept of a patriot and citizen in an integral educational space of school and university. During online meetings, the relevance of the problem of formation of value dominants in students at various levels and stages as one of the forms of education of young people in the context of preserving national culture and identity of a citizen of Russia was proved.

Theoretical and/or practical significance. The study determines the theoretical foundations and essential characteristics of value dominants in a modern teacher. The linguistic features of the concept “family” are revealed. Based on a survey, the problems and students’ attitudes to family values as personally significant characteristics of a teacher are established. The sociolinguistic threats of disregarding the role of family in the formation of personality as a subject of their life activity are generalized. Practice-oriented guidelines to novice teachers suggesting reconsideration of their own attitudes to the formation of moral values are given.

Conclusions. Designing interaction with teachers and students from different universities and regions of Russia is today a topical form of developing professional and personal qualities. The issues of formation of family value dominants in a prospective teacher require complex interaction of all educational structures as a unified system of public and state bodies in diversification of experience in solving complex and important problems of education and development of modern youth.

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