The Model of Fostering Learner Autonomy of Future Foreign Language Teachers

Abstract

The article presents the characteristics of the model of fostering learner autonomy of future foreign language teachers as a component of the organization of the educational process in higher education institutions according to the requirements of the society for professional training of highly qualified teachers. The article considers the definition of “pedagogical model”; describes the pedagogical conditions necessary for its implementation; identifies methodological approaches and principles of fostering learner autonomy, and considers theoretical conditions for the creation of the model. The article identifies the structure of the model of fostering learner autonomy of future foreign language teachers, describes their components and relationships. It is assumed that based on using the presented model, a certain pedagogical technology will be developed to foster learner autonomy of future foreign language teachers, in order to increase the level of students’ academic achievements and motivation, as well as the ability to take responsibility for their own learning.