У дисертації вперше запропоновано новий напрям у розв’язанні педагогічної проблеми формування моральної культури майбутнього вчителя іноземних мов в органічній єдності з розвитком його професійних якостей. Вперше виявлено, теоретично обґрунтовано та експериментально перевірено ефективність педагогічних умов формування моральної культури майбутнього вчителя іноземних мов, а саме: крос-культурна комунікативна діяльність майбутнього вчителя іноземних мов, розроблення індивідуальних траєкторій морального самовдосконалення майбутнього вчителя іноземних мов та створення творчих групових проектів. Подано авторське тлумачення поняття «формування моральної культури майбутнього вчителя іноземних мов». Розроблено модель формування моральної культури майбутнього вчителя іноземних мов, яка подає об’єктивну і достатньо повну інформацію про мету, завдання, методологічні підходи, принципи, зміст, форми, методи, засоби, етапи, педагогічні умови, діагностичний інструментарій для оцінювання рівнів сформованості моральної культури майбутнього вчителя іноземних мов і результат, яким є позитивна динаміка сформованості моральної культури майбутнього вчителя іноземних мов. Уточнено сутність понять «моральна культура майбутнього вчителя іноземних мов» та «індивідуальна траєкторія морального самовдосконалення майбутнього вчителя». Удосконалено зміст, форми, методи і засоби професійної підготовки майбутнього вчителя іноземних мов у закладах вищої педагогічної освіти.
In the dissertation, a new direction in solving the pedagogical problem of the moral culture formation of a future foreign languages teacher in unity with the development of his professional qualities is proposed for the first time. The effectiveness of pedagogical conditions for the moral culture formation of future foreign languages teacher was first identified, theoretically substantiated and experimentally verified, namely: cross-cultural communicative activity of future foreign languages teacher, the development of individual paths of moral selfimprovement of future foreign languages teacher and the creation of creative group projects. The pedagogical conditions are considered interconnected and interdependent and implemented in the educational process not gradually, but immediately and systematically, in other conditions, the process of formation of moral culture will be ineffective. The author's interpretation of the concept of “moral culture formation of future foreign languages teacher” is presented. The moral culture formation of future foreign languages teacher is considered as a process that occurs during the classroom and extracurricular work of students and their independent activities to improve professionally important moral values, ideals, views and believes. A model of the moral culture formation of future foreign languages teacher has been developed, which provides objective and fairly complete information about a goal, task, methodological approaches, principles, content, forms, methods, means, stages, pedagogical conditions, diagnostic tools for assessing the levels of moral culture formation of future foreign languages teacher. The quality of functioning of the structural blocks of the model is ensured by a systematic, consistent implementation of pedagogical conditions for moral culture formation of future foreign languages teacher. The result is the positive dynamics of the moral culture formation of the future foreign languages teacher. Criteria of the moral culture formation of future foreign languages teacher and indicators of criteria are defined, namely: motivation and evaluative, cognitive and activity-oriented. Motivation and evaluative indicators are ability to empathy; the strength of moral believes; the presence of evaluative and reflective skills; selfesteem; attitude to moral culture as a value, the desire to observe moral principles, norms and rules. Cognitive indicators are awareness, depth and consistency of ethical knowledge; interest in the moral values of Ukrainian and foreign culture, the need to expand their horizons in the field of ethics, an active position in acquiring ethical knowledge. Activity-oriented indicators are the formation of moral habits; the ability to make moral choices in a new situation, guided by highly moral motives, the ability to moral creativity; ability for moral and professional self-improvement. The essence of the concepts “moral culture of the future foreign languages teacher” and “individual trajectory of moral self-improvement of future teacher” has been clarified. Based on the criteria and indicators, the levels of the moral culture of the future foreign languages teacher are characterized: primary, middle and high. “Moral culture of the future foreign languages teacher” is considered as integrity, including moral norms, principles, categories, and ideals learned and accepted by the person, and at the same time expresses her corresponding attitude to other people, to herself and to future pedagogical activity. The content, forms, methods and means of professional training of the future foreign languages teacher in higher education institutions were improved. The verification of the effectiveness of moral culture formation of future foreign languages teachers was carried out in the course of a pedagogical experiment, the conditions for which were natural for all participants in the process. Based on a comparison of the results obtained in the experimental and control groups, their quantitative and qualitative analysis, it was found that the application of the proposed model led to significant and statistically significant changes in the levels of formation of both each component of moral culture and the quality as a whole.
