ТЕОРЕТИКО-МЕТОДОЛОГІЧНІ ОСНОВИ ФОРМУВАННЯ ПРОФЕСІЙНОГО ІМІДЖУ МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНОЇ МОВИ З УРАХУВАННЯМ ПОЛОЖЕНЬ КОНЦЕПЦІЇ «НОВА УКРАЇНСЬКА ШКОЛА»

Professional image is defined as generalized emotionally colored image of the profession that has a symbolic nature and is seen as an image of typical professional. It provides psychological impact on others. Professional image summarizes characteristics of a particular professional group, promotes its identification and assimilation of group norms and values. It has much in common with the professional ideal. To describe the peculiarities of the future foreign language teachers’ professional image forming the theoretical and methodological bases were defined, the factors, scientific paradigms and approaches that influence this process were analyzed. The factors influencing educational process of the future teachers at higher pedagogical education institutions are divided into external (objective and subjective) and internal (personal and human). They are considered to be individual means of interaction with the world. The knowledge-based, cultural, humanistic, managing scientific paradigms are determined to be the most appropriate to the process of future foreign language teachers’ professional image forming. They are the benchmark in professional training of the future specialist for educational sphere. Knowledge-based paradigm defines the content of the future teachers’ training. Cultural paradigm promotes awareness of acquired knowledge both as personally meaningful and generally valuable experience. Humanistic paradigm leads to the subject-subject relations forming between the participants of the educational process. The managing paradigm provides gradual introduction of educational technology. Communicative and activity-based, student-oriented, cultural, systemic, technological scientific approaches are considered to be of great importance in pedagogical training. They direct future foreign language teachers to choose important strategies in their professional activities. These approaches are interrelated, mutually complement, accentuate on various aspects of multifaceted process of the future teachers’ professionals training.