PROFESSIONALLY FOCUSED LANGUAGE EDUCATION AND TRAINING OF FOREIGN LANGUAGE TEACHERS WITHIN A CONTINUOUS EDUCATION FRAMEWORK

Abstract

The article addresses the pressing need to enhance the quality of teacher training within the evolving landscape of Russian education, particularly concerning foreign language educators. It highlights the context of ongoing reforms, including the “Education” National Project and the transition within higher education frameworks, emphasizing the urgency to align pedagogical practices with contemporary demands and international competitiveness. The article delves into the challenges identified in “The Concept for the Training of Teaching Staff until 2030,” such as disparities in training quality and a lack of research-based content. It notes a relative scarcity of studies directly addressing the professional-communicative development of foreign language teachers and the nuances of pedagogical discourse. Building upon existing research in academic English and English for Teaching, this paper conceptualizes the stages, goals, structure, and content of professionally-oriented language training for foreign language teachers, integrating systemic, competence-based, communicative, and strategic approaches. The research employs analysis of scientific publications and modeling to identify key elements and concepts within the continuous education system. It offers theoretical novelty in conceptualizing this training and practical significance for curriculum design in higher education and professional development programs. The article outlines the tasks, content, technology, and anticipated outcomes of this training, emphasizing its implementation and adaptation within various Russian universities, with ongoing efforts to refine assessment tools and integrate the concept more broadly.