METHODOLOGY FOR PREPARING FUTURE TEACHERS TO INTEGRATIVELY DESIGN THE EDUCATIONAL AND UPBRINGING OBJECTIVES OF ENGLISH LESSONS
Keywords:
future English language teacher, educational and upbringing process, learner-centered education, value, mediation, collaboration, pedagogical design.Abstract
The article examines the preparation of future English language teachers for the
integrated design of educational and upbringing objectives within a learner-centered
educational environment. The study aims to develop a methodological solution that
connects educational intentions with English-language communicative tasks, interaction
among learners, and observable activities. Based on a comparative analysis of
purposefully selected theoretical sources and the modeling of pedagogical situations, a
procedure is proposed that integrates language objectives, value-oriented objectives,
conditions for collaboration, observable evidence, and reflection. The results include an
objective-alignment matrix, a mediation-based classroom situation, and criteria for
analyzing lesson designs developed by future teachers. A distinctive feature of the
methodology is that educational and value-oriented content is embedded directly into the
way learning tasks are performed rather than being limited to moral instruction at the end
of a lesson. The study also clarifies the distinction between assessing a learner’s behavior
in a particular situation and drawing conclusions about their stable personal qualities. The
research is theoretical and methodological in nature; the practical effectiveness of the
proposed solutions should be examined in subsequent empirical studies.
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