SCIENTIFIC APPROACHES FACILITATING THE FORMATION OF THE ECONOMIC CULTURE OF THE FUTURE TEACHERS MAJORING IN HUMAN SPECIALTIES

The article is devoted to the problem related to the issue on the formation of the economic culture of the future teachers majoring in human specialties. This type of culture is considered through the prism of its correspondence to sociocultural transformations a society undergoes as a particular kind of pedagogical culture. The notion «economic culture of the future teachers majoring in human specialties» has been defined taking into consideration the specificity of their professional activity. The componential structure of the phenomenon under study includes these components: cognitive-operational, activity-oriented and adaptation-targeted, mental and moral, motivational and creativity-centred. The aim of the article is to highlight and substantiate scientific approaches as well as pedagogical principles enabling the formation of the economic culture of the future teachers majoring in human specialties. Substantiation of scientific approaches is based on new tendencies in the field of economics, its links with person's culture and creative activity. The economic strategy in the globalized world is becoming more person-centred. This is the reason why a more generalizing approach has been chosen: the acmeological one. It is represented as an integrated and a straight-through one in the process aimed at the realization of the formation of the economic culture of the future teachers majoring in human specialties. There have been singled out and grounded some additional scientific approaches, as follows: humancivilizational, an actual one in the structure of the acmeological approach in the framework of the specificity of the training targeted to the future teachers majoring in human specialties, in particularly; culturological, the one which corresponds to the interconnection of economics and culture as well as the hierarchy of obtaining professional proficiency starting from literacy to the level of culture; competence-centred, the one which is aimed at identifying the correspondence between economic culture and general competences; innovational-organizational, the one which provides for the search of innovations in the contents and organization of the educational process aimed at the formation of the economic culture of the future teachers majoring in human specialties. General scientific pedagogical principles have been determined in accordance with each scientific approach.