Foreign Language Teacher’s Professional Training In The Culture Of The Information Society

Abstract

The culture of the information society is characterized by the emergence of new trends that affect the teachers’ professional language education. The teacher’s professional language training is entering a new stage of its development. It is determined by the culture of the information society. Among the conceptual basis of education, the philosophy of hermeneutics is one of the most recognized. In line with philosophical hermeneutics, it is the justified information and semantic approach, which is treated as a new intellectual product due to the modern need for modernization of teachers’ professional language education. From the point of view of this approach, professional language education is defined as an information phenomenon. Its aim is to organize the process of assigning students cultural foreign language information and mastering the ways of working with it for the implementation of the strategic task of training a foreign language teacher and his/her professional and personal development. The strategic objective of the professional language education of a foreign language teacher is to promote the formation of a professional information worldview, which serves in the future as a regulator of his/her professional activity. The purpose of the article is to describe the most significant characteristics of professional language education of a foreign language teacher from the point of view of the information and semantic approach and their significance in students’ training.

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Publication Date

31 March 2022

eBook ISBN

978-1-80296-124-9

Publisher

European Publisher

Volume

125

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-

Edition Number

1st Edition

Pages

1-1329

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Cite this article as:

Dmitrieva, E. N., Oberemko, O. G., & Shimichev, A. S. (2022). Foreign Language Teacher’s Professional Training In The Culture Of The Information Society. In & I. Savchenko (Ed.), Freedom and Responsibility in Pivotal Times, vol 125. European Proceedings of Social and Behavioural Sciences (pp. 468-480). European Publisher. https://doi.org/10.15405/epsbs.2022.03.57