The article is devoted to Philology teachers’ intercultural competence formation. The aim of this article was to review different historical and pedagogical approaches to the understanding of the history of Humanities role in the teaching content choice in modern European research papers as ways of influencing the teaching content Philology teachers’ formation and their intercultural competence. Different understanding of the term “approach” was considered as well as the application of it in Europe. Our research is also based on the idea of uniqueness in the choice of foreign language teaching content and peculiarities of this sphere. The typical choice of the teaching content is teaching in the target language about the country and its habits and traditions. It is multicultural approach. Globalist and antiglobalist approaches to the study of the role of Humanities were briefly defined as contrary. They differ in the description of the history of Humanities, the sources they use as a basis of research, the definition of the notion “Philology” and attitude to comparativism. The authors only agree on the question that subdivision into Humanities and Nature Studies is artificial. Comparison of common and different points of view on the problem in Europe was undertaken. The conclusion was that studying of its role in the history of mankind should be included into content of teaching philologists and chosen for research problems as it can improve the content and quality of teaching. It gives a fine perspective for the professional research formation and future Philology teachers’ intercultural skills
antiglobalist approach; approach; globalist approach; content of teaching; Humanities; intercultural competence; modern European research papers; future Philology teachers
[1] Akhverdiev, K.N. (2010). Basic methodological approaches in pedagogy. Young Scientist, 6, 308-310.
[2] Bastun, M.V. (2012). Cultural approach in education and its psychological and pedagogical support. Horizons of Education, 3(2), 170-175.
[3] Bod, R. (2010). The forgotten sciences: A history of the humanities. Amsterdam: Bert Bakker.
[4] European Centre for Modern Languages (ECML) Programme 2020-2023. (n.d.). Europees Centrum voor Moderne Talen van de Raad van Europa. Retrieved from https://www.ecml.at.
[5] Galuzinsky, V.M. (1995). Pedagogy: Theory and history. Kyiv: Higher School.
[6] Khrolenko A.T. (2013). History of Philology. Moscow.
[7] Lernout, G., & Turner, J. (2016). Philology: The forgotten origins of the modern humanities. Princeton: Princeton University Press.
[8] Luisa, M., Pérez, C., Juandó, J.B., & Esther, A. (2014). Testing a model of competence-based teaching. Procedia - social and Behavioral Sciences, 143, 31-34. doi: 10.1016/j.sbspro.2014.07.32.
[9] Malykhin, O.V., & Rubinska, B.I. (2018). On the potential of forming methodological competence in the training of qualified specialists in the field of philological specialities. Pedagogical Sciences, 82(2), 176-181.
[10] Maulam, S.M., & Ibrahim, R. (2012). The teaching and learning of English for academic purposes in blended learning. Procedia – social and Behavioral Sciences, 67, 561-570. doi: 10.1016/j.sbspro.2012.11.361.
[11] Melnyk, N. Pedagogical process: Theory and practice. Pedagogy, 4(59), 35-37.
[12] MenterDay, I., Sammons Stobart, K., Gewirtz, Gu., Mahony H., & McNally, J.C. (2019). Teaching and teacher education.
[13] Rubinska, B. (2020). On approaches to the selection of philologist's competences. International Philological Journal, 11(3), 137-142. doi: 10.31548/philolog2020.03.023.
[14] Sabljić, J. (2014). Ways of developing methodological competencies of literature students’ academic leadership. Journal of Language and Cultural Education, 2(2), 65-84.
[15] Šarvajcová, M., & Štrbová, M. (2021). Necessity of improvement of foreign language teaching in the Slovak Republic. Journal of Education Culture and Society, 12(2), 251-263. doi: 10.15503/jecs2021.2.251.263.
[16] Slastenin, V.A., Isaev, I.F.F., & Shiyanov, E.N. (2002). Pedagogy: Textbook for students of higher pedagogical educational institutions. Moscow: Academy Publishing Centre.
[17] Tovkanets, G.V., Lendel, L.V., & Kyrlyk, O.V. (2019). Formation of key competences as a task of a foreign language course in primary school. International Scientific Journal “Education and Science”, 1(26), 187-191.
[18] Turner, J. (2014). Philology: The forgotten origins of the modern humanities. Princeton: Princeton University Press. doi: 10.17684/i5A77en.
[19] Zimnyaya, I.А. (2004). Key competences as a result-target basis of the competence approach in education. Author's version. Moscow: Research Centre for Quality Problems of Specialist Training.