Condition оf Training оf the Future Philologists-Masters іn the Context оf the Technological Approach

У статті висвітлено результати дослідження стану підготовки майбутніх філологів-магістрів у контексті технологічного підходу. Проаналізовано навчальні плани і програми магістерської підготовки, здійснено педагогічні спостереження, проведено бесіди з викладачами й анкетування магістрантів. Результати дослідження виявили недостатній рівень технологічної компетентності магістрантів-філологів. Тому існуюча освітня система потребує змін: переструктурування навчальних дисциплін щодо теорії і практики технологічного підходу; активного використання сучасних педагогічних технологій; запровадження інтегрованого курсу технологічного спрямування.The article presents the results of research on training of the future philologists-masters in the context of the technological approach. The concept of the research is focused on the development and use in teaching positions of the technological approach, disclosure of laws and conditions of its achievement. The basis for the technological support of training of the future teacher in the university is the appropriate use of modern technologies, which create conditions for the effective formation of professional competencies. The technological competence of the future teachers-philologists will allow them to integrate in their activities the professional knowledge and skills, to form a system of educational values, psychological and pedagogical bases of teaching and its technological aspects. To identify the condition of preparation of the future philologists-masters in the context of the technological approach were analyzed curriculum and programs of master’s training, teacher observations made during the lectures and practical exercises, conducted interviews with teachers and questionnaires of undergraduates. As an indicator of the effectiveness of technologization of pedagogical preparation of the future teacher was determined the dynamics changes in the level of development of its technological competence. Technological competence have been considered as an integrated professional characteristic that shows the ability of the future teacher to implement the tasks of professional activities purposefully and efficiently on the basis of technology, and consists of 3 interrelated components: motivational, content and operational. The assessment criteria have been identified for each component, as well as three levels of technological competence of the future teacher: low, medium and high are defined. The results of the study revealed insufficient level of technological competence of the graduate philologists, which was reflected in the low level of motivation of undergraduates to professional self-development, to acquire the technological knowledge and skills, the use of modern pedagogical technologies. Therefore, the current educational system needs changes to create the conditions for the formation of the technological competence of the future teacher: restructuring of academic disciplines concerning the theory and practice of the technological approach; the active use of modern educational technologies; the implementation of the integrated course of technological areas