BUILDING UP THE COMMON EUROPEAN VALUES IN PROFESSIONAL TRAINING OF FUTURE FOREIGN LANGUAGE TEACHERS
Ukraine is now on the threshold of entering the European Union, which affects all the life spheres and education in particular. The article deals with analyzing the common European values in terms of their introduction to the teacher training system in Ukraine. The authors draw attention to the issue of multilingualism which enhances learning foreign languages, helps to protect Europe’s rich linguistic diversity, and improves the competitiveness of the EU economy. As a result of the theoretical analysis, the authors conclude that building up the EU common values and incorporating them into the process of future foreign language teachers' training is a lifelong process that demands daily and ongoing work as teachers should put much effort into organizing the appropriate educational context and make a new generation of children raised in Ukraine not only feel European but act according to European values. The article also provides the results of the survey that, on the one hand, show that future foreign language teachers are not aware enough of the European policy of multilingualism as well as common European values. On the other hand, students realize the necessity of integrating Ukraine into the European educational environment and the importance of foreign language learning and teaching. The obtained results emphasize the necessity of introducing the Module on “Strengthening the EU common values through the policy of multilingualism in the education and training of future teachers” into the university's educational process.
Asderaki, F., & Sideri, O. (2020). Teaching EU Values in Schools through European programs during COVID-19 pandemic. The “Teachers4Europe: setting an Agora for Democratic Culture” Program. HAPSc Policy Briefs Series, 1(1), 259-270. DOI: 10.12681/hapscpbs.24977.
Bevz, О., Gembaruk, А., Honcharova, О., Zabolotna, О., Zmiievska, О. et all. (2020). Typova prohrama “Metodyka navchannia anhliiskoii movy” Osvitnii stupin bakalavra. [Core Curriculum English Language Teaching Methodology. Bachelor’s Level]. Ivano-Frankivsk: NAIR. 126p. (in Ukrainian)
Borca, C., Rus, C., & Sava, S. (2020). Building up European Identity in Primary Education. Journal of Educational Sciences, 40(2), 3-13. DOI: 10.35923/JES.2019.2.01.
Domilescu, G., & Lungoci, C. (2019). Strengthening European Identity by promoting multilingualism in education. Journal of Educational Sciences, 40(2), 57-65. DOI: 10.35923/JES.2019.2.05.
Douglas-Scott, S. (2011). The European Union and Human Rights after the Treaty of Lisbon. Human Rights Law Review, 11(4), 645-682. DOI:10.1093/hrlr/ngr038.
Elkin, O., Hrynevych, L., Kalashnikova, S., Khobzey, P., Kobernyk, I. et all. (2016). The New Ukrainian School. Conceptual Principles of Secondary School Reform. Retrieved from: https://mon.gov.ua/storage/app/media/zagalna%20serednya/Book-ENG.pdf
Ikonnikova, M. (2018). Professional Training of Foreign Language Teachers in the USA: Based on the Experience of Lewis University. Comparative Professional Pedagogy, 8(2), 76-82. DOI: 10.2478/rpp-2018-0022.
Kolisnichenko, A.I. (2021). Navchannia inozemnykh mov u konteksti reform niderlandskoi pedahohichnoi osvity u XX stolitti. [Foreign language teaching in the context of Netherlands pedagogical education reforms in the XX century]. Pedahohichni nauky: teoriia ta praktyka [Pedagogical Sciences: theory and practice], 2(1), 260-265. DOI: 10.26661/2522-4360-2021-1-2-41. (in Ukrainian)
Komar, O., Kolisnichenko, A., Derkach, S., & Kapeliushna, T. (2021). Newly qualified foreign language teachers’ adaptation in profession: challenges, problems, first achievements and further prospects. Advanced Education, 8(17), 35–45. DOI: 10.20535/2410-8286.228211.
Kylyvnyk, V., Malyshevska, I., Pavelkiv, K., Polishchuk, H., Hudovsek, O., & Zhuravska, N. (2022). Professional Training of Future Foreign Language Teachers: Socio-Cultural Aspect. Revista Romaneasca pentru Educatie Multidimensionala, 14(1), 176-195. DOI: 10.18662/rrem/14.1/513.
The Council of the European Union (2018). Council Recommendation of 22 May 2018 on promoting common values, inclusive education, and the European dimension of teaching. Official Journal of the European Union, 7(6). Retrieved from: https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0607(01)&rid=2
Veugelers, W., de Groot, I. & Stolk, V. (2017). Research for CULT Committee – Teaching Common Values in Europe. European Parliament, Policy Department for Structural and Cohesion Policies. Brussels. 220 p. Retrieved from: https://www.europarl.europa.eu/RegData/etudes/STUD/2017/585918/IPOL_STU(2017)585918_EN.pdf
Ziegler, G. (2013). Multilingualism and the language education landscape: challenges for teacher training in Europe. Multilingual Education, 3(1). DOI: 10.1186/2191-5059-3-1.
Zolotukhina, S., Ionova, O., & Luparenko, S. (2021). Aktualni tsinnosti suchasnoi yevropeiskoi osvity. [Current values of modern European education]. Pedahohika formuvannia tvorchoi osobystosti u vyshchii i zahalnoosvitnii shkolakh, 76(1), 42-46. DOI: 10.32840/1992-5786.2021.76-1.7. (in Ukrainian)
How to Cite
Copyright (c) 2022 Olga Goncharova, Alina Maslova
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
Responsibility for technical content and for protection of proprietary material rests solely with the author(s) and their organizations and is not the responsibility of the publisher, journal or its Editorial Staff.
The main author is responsible for ensuring that the article has been seen and approved by all the other authors.
It is the responsibility of the author to obtain all necessary copyright release permissions for the use of any copyrighted materials in the manuscript prior to the submission.