FORMATION OF MEDIA COMPETENCE OF TEACHERS OF PHILOLOGY AT THE INSTITUTIONS OF POSTGRADUATE PEDAGOGICAL EDUCATION (LATE XXth – EARLY XXIst CENTURIES)

Abstract

The periodization of the formation of media competence of teachers of philology at the institutions of postgraduate pedagogical education (late XXth – early XXIst centuries) has been substantiated in the article. Based on the analysis of periodizations of postgraduate education development, empirical research in the field of teacher training for media education of pupils, taking into account legislation, conceptual documents, innovations in the field of philology and as to media culture education, three periods in the process of the formation of media competence of teachers of philology have been identified. They are the following: the first (1991–2001) – search-organizational (training of teachers of philology on the new conceptual bases, principles of national identity; development of educational concepts of studying the Ukrainian (state) language, concepts of textbooks on language of new generation); the second (2002–2009) – integration-technological (use of innovative technologies against the background of European integration processes, implementation of critical thinking technologies, acceleration of ICT development); the third (2010–2018) – conceptual-modernization (formation of teachers media literacy in the context of concepts of media education, conducting important experimental research, training of lecturers of postgraduate pedagogical educational institutions and teachers in winter and summer schools of media literacy at the Academy of pedagogical press, creation of innovative media educational products).
Possibilities of using prospect ideas in modern educational space have been revealed: direction of training the teacher of philology in the system of the institutions of postgraduate pedagogical education on strengthening interest in traditional media products (printed periodicals, printed books, etc.) as means of developing pupils’ intellectual potential; giving preference to Ukrainian terminology to denote innovations as opposed to terms of foreign (English) origin; analysis of books by Ukrainian teachers and writers to find the origins of modern foreign innovations, education of a successful pupil, etc.