CAREER-ORIENTED APPROACH IN THE THE PROCESS OF PHILOLOGISTS’ TRAINING

The article reveals the peculiarities of using career-oriented approach in the the process of philologists' training. Special attention is paid to the components of educational process, organized on the basis of career-oriented approach (psychological, pedagogical, content, technological and diagnostical). There have been described the necessity of improving the psychological and pedagogical support of forming the philologists readiness to career on the basis of problem- oriented content, usage of interactive methods and technologies, diagnostic tools. The problem of professional competence quality formation of philologist got the widest view within the framework of career-oriented approach, which describes the main aspects of processor the modern higher education modernization. Professional competence and its structure is characterised, professional competences that are formed on the base of defined content of training are analized. It has been found out that the content of the training provides for the integration of social and humanitarian, linguistic, literature- based, translational components of learning outcomes directed at forming a competent philologist-reseacher, philologist-translator, philologist-literary scholar, thus a highly moral, cultured personality. Key competencies of a philologist have been singled out and characterized. Special attention has been paid to the problem of providing quality philological education. The analysis of methodological approaches to philologists' professional training (axiological, synergistic, culturological, anthropocentric, competency-based, systemic, activity-based and personality-oriented) has been conducted. Basic principles of these approaches and the expediency of their use in professional training of philologists have been characterized. In particular, culturological and competency-based approaches have been emphasized as they orient professional training of philologists to the development of their spiritual culture and social responsibility, professional competences, creativity, critical thinking, communication skills. The socio-pedagogical portrait of a modern philologist as a tolerant, cultural and linguistic personality who comprehends his/her national roots, respects the values of other cultures, can inspire via «live», emotional, passionate words from both native and foreign languages, has a high level of scientific culture and aesthetic taste, has been described. The importance of integration of the above mentioned approaches that will stipulate for improving professional training of philologists, combining the objectives, content, structure, stages, forms, methods of teaching and learning organization, providing a systematic vision of the harmonious development of a philologist's cultural and linguistic personality, has been accentuated.