PEDAGOGICAL CONDITIONS OF DEVELOPMENT REFLEXIVE COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS

Аннотация

ing from action (at the same time trying to understand the competencies of action participants); determining the sequence of actions (how to develop communicative skills in oral and written speech with the simultaneous development of vocabulary specific to the profession); distinguishing the main cause-and-effect nodes of the entire movement (this can only be done with analytical skills); comparing real actions with real standards or alternative actions (this is combined with the search for standards or alternatives, that is, the acquisition of missing knowledge and the enrichment of the set of teaching technologies); structural planning of a similar new model [7; p.89] . Proposed by E.N. Solovova [8; p. 107], the scheme of the future teacher's reflexive activity takes into account the sequence of actions in the context of the development of the teacher's professional skills, more precisely searches for the algorithm of reflexive actions and the possibility of entering the next stage through a new action. The scheme of performing the second stage of reflection on the competence of the teacher and students (looking at the past action) shows the mechanism of improving the reflective competence of the future foreign language teacher: 1. What actions did the teacher take? - (students)? 2. What intentions / wishes did the teacher - (students) have? VOLUME03 ISSUE03 30 EUROPEAN INTERNATIONAL JOURNAL OF PEDAGOGICS ISSN: 2751-000X 3. Teacher - What did (students) think about? 4. Teacher - what emotions did (students) experience?