Pedagogical Conditions and Structural-Functional Model of Future Bachelor’s Professional Identity Formation in Foreign Language Teaching

The article identifies a set of effective pedagogical conditions and substantiates the main components of the structural and functional model of future bachelors' professional identity formation in foreign language teaching. The content of the categories "condition" and "pedagogical condition" have been analyzed. It has been summarized that the common feature of these definitions is the interpretation of pedagogical conditions as factors of positive influence on the course of pedagogical processes or the functioning of pedagogical systems to improve their effectiveness. Generally, the pedagogical conditions are distinguished in such a way that their implementation maximally effectively influences the formation of all components of future bachelors' professional identity. It was assumed that the effective solution of the problem is the quality of the obtained results which will depend on the introduction of appropriate pedagogical conditions in the educational process of institutions of higher education, it will provide an effective influence on the process of formation of the phenomenon under study: formation of a positive "I-image" by using the method of cases; formation of a professional outlook on the basis of expanding the content of academic disciplines; the use of educational context for training of future foreign language bachelors to form their professional identity; organization of students' reflective and creative educational activity. In order to develop a structural and functional model for the formation of future bachelors' professional identity there have been specified: the purpose, methodological approaches, principles of study, stages, the criteria and levels of future bachelors' professional identity. The result is a developed structural and functional model presented in the form of interconnected blocks: theoretical, methodological, diagnostic, activity-practical, result-analytical. The author's structural-functional model of forming the future bachelors' professional identity in foreign language teaching is based on the interrelation of structural elements and reflects the complex realization of all pedagogical conditions defined in the study