STAGES OF DEVELOPMENT OF METHODOLOGICAL COMPETENCE AMONG FUTURE FOREIGN LANGUAGE TEACHERS

Аннотация

INTRODUCTION goals of methodological activity, the presence of a Methodological competence is identified as the motive to achieve the goal), cognitive (availability main component of the professional competence of of methodological knowledge, skills, abilities, a foreign language teacher. It is associated with the application of them in new conditions, the ability choice of teaching methods, means, forms and to solve methodological problems, learn best methods of pedagogical influence, methods of practices in the field of methodology), developing knowledge, skills, abilities and technological, reflective (methodological attitudes among students, and is of a practical reflection, self-criticism, self-control, self-esteem), nature. evaluative [1, p. 324]. Methodological competence is an integrative Two types of competencies are rightfully property of the personality of a foreign language distinguished in the structure of methodological teacher, which determines his readiness and competence. General methodological ability to effectively solve methodological competencies represent a set of competencies such problems in the process of realizing the goals of as: motivational, reflecting personal interest in teaching foreign languages related to the self-design of methodological training; cognitive, formation of foreign language communicative characterizing the ability to improve one’s competence, education, upbringing and methodological skills; informational, reflecting the development of students. presence of skills in obtaining, processing and N.V. Solovova identifies such structural applying information in the process of self-design components in the structure of methodological of methodological training at a modern theoretical competence as: value-motivational (interest in and methodological level; communicative, methodological work, setting and awareness of the characterizing the ability to design and establish https://www.theamericanjournals.com/index.php/tajssei 50 THE USA JOURNALS THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X) VOLUME 06 ISSUE06 pedagogically appropriate relationships; social, teaching methods, modern educational characterizing the awareness of the social technologies that implement a competency-based significance of one’s own methodological approach. One’s own activity is distinguished by development. search and readiness to share one’s experience with others. The level of methodological reflection Special methodological competencies are allows you to adequately assess your own determined by the subject of training: target activities and make decisions independently and competence presupposes the teacher’s ability to responsibly. determine learning goals; content - the ability to determine the content of training; design - the The integrative level is characterized by a high ability to design the educational process; reflexive degree of activity of teachers and the effectiveness - the ability to substantiate the effectiveness of of methodological activities. A high level of selected methods; monitoring - the ability to track pedagogical reflection, creative independence and learning results[2; p. 34]. pedagogical abilities creates conditions for effective self-realization in productive The structure of methodological competence methodological creativity. N.V. Kuzmina and N.V. presupposes the process of its formation in Solovova distinguish local modeling and system movement from one level to another. According to modeling levels [4; p. 5]. many researchers, there are the following levels of formation of methodological competence: The local-modeling level of methodological adaptive, reproductive, pragmatic, integrative competence indicates a pronounced need to carry (Yazykova M.V., Makeeva S.N., Kozhukhov K.Yu., out pedagogical activities. At this level, interest in Bondarenko I.V., Nadtocheva E.S., Kuzmina N.V., methodological work appears; knowledge Solovova N.V. and others). obtained as a result of one’s own scientific and methodological activities is formed; the ability to The adaptive level is characterized by the focus of evaluate the quality of methodological activities is methodological knowledge and skills on solving developed; solve methodological problems: methodological problems, taking into account the predict difficulties in studying educational student population and emerging difficulties. material, learning outcomes; the ability to analyze The reproductive level of methodological and self-assessment of methodological experience competence indicates that the teacher has appears. developed holistic ideas about methodological The system-modeling level of methodological activities, methodological support and support of competence is characterized by reflective and the educational process, and knowledge about the evaluative components of methodological methods of teaching the academic discipline. competence. At this stage, there is a need to T