SUBJECTNESS DEVELOPMENT IN FUTURE FOREIGN LANGUAGES TEACHERS IN THE CONTEXT OF SCIENTIFIC-METHODOLOGICAL SUPPORT

The article presents theoretical substantiation and experimental verification of subjectness development in fu-ture foreign language teachers based on scientific and methodological support. The functions of scientific and meth-odological support contribute to the implementation of the chief aim of the development of professional personal and individual qualities of the future foreign language teacher. Therefore, one of the most important functions of profes-sional development of future teachers was accomplishment and implementation of purposeful influence on their pro-fessional development. The technology of scientific and methodological support applying to subjectness development in future teachers was interactive, since all its participants actively interacted and were equal partners, which made it impossible for the teachers and methodologists to dominate the future teachers. Scientific and methodological sup-port allowed to model one or another pedagogical system, which was a prerequisite for a cooperative solution of the pedagogical problem in the context of the very subjectness development in future teachers. The results of the experi-ment make it possible to compare the general dynamics of the indicators of subjectness development in future foreign language teachers before and after the experiment, to determine the efficiency of the experimental system of work at the university.