Development of professional language competence of future primary school teacher

Abstract

The article deals with the formation of professional broadcasting competence of a future primary school teacher as an important component of professional training of specialists in the education system of Ukraine. The maintenance of the basic concepts “competence”, “competence”, “professional competence”, “communicative competence” are analyzed. Various approaches to determining the essential characteristic of professional competence and its component composition are highlighted. It is determined that the process of developing professional speech competence of future English teachers should be carried out on the basis of integration of general professional and special disciplines, using interactive technologies. According to the requirements of the NSW concept and standard programs, they described two cycles of primary education, noting that primary education experienced the very first reformation.
They presented the main components of the competence of the future teacher, which should be formed by students of higher educational institutions. It was found that the process of developing professional competence depends on the environment, so the environment itself should stimulate professional self-development. Identify the stages of formation of professional competence. The importance of professional-pedagogical communication is described, as it is the main form of pedagogical process and occupies an important place in the formation of professional competence of the future English teacher. Define the concept of “language culture” of primary school teachers and characterize its features.
We pointed out that the main components of the competence of the future teacher, which are formed among students of higher educational institutions, are the following: knowledge, abilities, skills, individual psychological characteristics of a person. It is noted that in the educational process, the cognitive activity of students should be leading. The possibility of combining the attitude to the development of the student’s personality and the formation of practical-oriented competence is substantiated. It is noted that the professional competence of a foreign language teacher consists of special competence (personal and non-representative knowledge, i.e. knowledge of general and fundamental disciplines), technological (methodological), management (organizational, business) and communication skills. A characteristic sign of communicative competence, leading methodologists see organic inclusion in the competence of a specialist, technology and leadership as means of their implementation.