Professional-methodological training of a foreign language teacher within the value-semantic paradigm

The aim of this study is to reveal the core requirements of an axiological concept that determine the goals and content of professional training for foreign language teachers in pedagogical universities. The article examines the problem of devaluation of the axiological component in such training within the context of the pragmatization of education and substantiates the necessity of transitioning to a value-semantic paradigm. The scientific novelty of the research lies in the fact that, for the first time within the framework of contemporary state priorities, an axiological concept of professional-methodological training for foreign language teachers is proposed. This concept involves a synthesis of methodological mastery, creative potential, and traditional Russian values. As a result of the study, it has been established that the key vectors of training within this concept are humanization and culture-centeredness. Effective implementation is achieved through the introduction of specific methodological tools aimed at developing in a future teacher a stable value-semantic position and readiness for intercultural dialogue.