The problem of professional teacher training in early foreign language teaching
DOI:
https://doi.org/10.33910/2687-0223-2026-8-1-33-48Keywords:
preschool education, early foreign language (English) teaching, teacher training programs, principles of determining the content of education, education model, professional competencies of teachers, indicators of the development of professional competenciesAbstract
This article examines the professional training of teachers in early foreign language learning, focusing primarily on those working in preschool educational institutions. Upcoming crucial changes in the Russian education system necessitate drawing attention to the relevance of such training and highlighting the vital role of respective educational programs — the issues which are currently overlooked by the pedagogical community and education authorities. The article presents an overview of the educational services market, indicating an acute demand for qualified teachers capable of providing early English language education. It analyzes the legislation governing preschool education, highlighting the contradiction between the declared goals of early language learning and the reality in educational institutions, specifically the tension between the need to ensure education quality at the early stage and the shortage of professional personnel. In this regard, the experience of the Department of Modern Languages for Young Learners at Herzen University serves as an example of successfully addressing many problems in this sphere, as it is one of the few in the country providing systematic training for teachers capable of working at different levels in the field of early language education: namely, English teachers in kindergartens and primary schools. The article examines the principles of determining the content of education in the Early Foreign Language Education program, presents a model of teacher training that develops professional competencies, and describes development indicators and assessment methods for these competencies. The article concludes that this experience needs to be disseminated and that this competency model can serve as a guide to ensure a targeted and systematic approach to the quality of teacher training in early foreign language education for children.
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