Іконнікова, Марина ВалеріївнаIkonnikova, Maryna2016-11-242016-11-242016-06-16Іконнікова М. В. Особливості професійної підготовки філологів в університетах Німеччини / М. В. Іконнікова // Науковий вісник Ужгородського національного університету. Серія : Педагогіка. Соціальна робота=Scientific Herald of Uzhgorod University. Series: Pedagogy. Social Work : зб. наук. пр. – Ужгород, 2016. – Вип.2 (39).2524-0609https://elar.khmnu.edu.ua/handle/123456789/5093Розглянуто організаційно-педагогічні та змістові особливості професійної підготовки філологів в університетах Німеччини. Наголошено на компетентнісно зорієнтованому підході у підготовці філологів. Проаналізовано зміст освітніх програм, визначено ключові компетентності філолога (дидактичні, особистісні та предметні) та компоненти професійної компетентності (когнітивний, інформаційно-аналітичний, операційно-практичний, ціннісно-мотиваційний). Розкрито особливості підвищення кваліфікації та стажування.Organizational-pedagogical peculiarities of philologists’ professional training at German universities, namely, functioning of two training models (traditional and consecutive), learning orientation toward general university documents about the organization of exams, correspondence to structures of qualification according to the direction of training, longitude monitoring of learning outcomes to enhance its quality, enhancing of consulting quality and university departments cooperation through a network system have been considered. Content characteristics of philologists’ learning, namely, approaches (competency-based, interdisciplinary, culturological, personality-based, activity-based, axiological, integrative, additive), principles (modularity and electiveness), key competencies (didactic, personal and subject-based), components of professional competency (cognitive, information-analytical, operational-practical, axiological-motivational) have been revealed. Peculiarities of philologists’ professional training at German universities include the learning division into research and practical university stage that results in the First State Examination or obtaining Bachelor’s or Master’s degree and an internship that is followed by the Second State Examination regardless of the training model. The training of future philologists consist of mastering two or three subjects, the internship (Referendiarat) is accompanied by seminars during which future philologists increase their theoretical knowledge, practical skills and key competencies; an important component of the training is a semester-long study abroad so that students can improve their language knowledge and intercultural competency. Today there are many state, private, public, regional and trade union educational establishments providing internships and qualification advancement in Germany. Among them are Goethe Institut (GI), German Academic Exchange Service (DAAD) and Pedagogical Exchange Service (PAD). These establishments offer a range of projects and programmes aimed at enhancing a level of students-philologists’ mobility, organizing experience exchange, improving relationships with representatives of other cultures. New knowledge obtained about the structure and content of philological education in Germany can be used in practice to improve learning at Ukrainian universities through developing syllabi, programmes, textbooks and manuals and to organize pedagogical research on philological disciplines.ukфілологпідготовканавчаннякомпетентністьзмістосвітня програмаНімеччинаphilologisttrainingstudyexpertisecontenteducational programGermanyСтаття371; 378; 364