ВИКОРИСТАННЯ ТЕХНОЛОГІЇ КОНТЕКСТНОГО НАВЧАННЯ У ФОРМУВАННІ КОМУНІКАТИВНО-ПЕДАГОГІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ-ФІЛОЛОГІВ

Abstract

The article examines the role of a teacher of philology, who is deeply aware of their national roots and respects the cultural traditions of other peoples, forms a tolerant personality of young citizens of the Ukrainian state with a developed worldview. The content of educational programs for future teachers of philology is analyzed, which should clearly reflect the provisions of the main scientific approaches: competence, communicative, dialogical, contextual, activity, axiological approaches, which will contribute to the formation of a high level of communicative and pedagogical competence of future teachers of philology. The communicative-pedagogical competence of teachers-philologists is singled out, which is a professionally important integrative quality of personality, characterized by the presence of a system of language (speech) and pedagogical knowledge, skills, value orientations necessary for effective interpersonal interaction in professional activity. An analysis of theoretical works of domestic and foreign experts shows that the communicative and pedagogical competence of future teachers of philology is a necessary component of professional competence, which demonstrates the ability and willingness to carry out self-educational activities, expand socio-cultural, psychological knowledge and apply them in professional activities.The article finds that the technology of contextual learning through modeling the pedagogical, linguistic and communicative content of professional activities of future teachers of philology allows developing the ability to act independently and make adequate decisions in various situations of professional interaction, using appropriate means of communication. Also it is important the simulation-role modeling, which performs information-cognitive, developmental, educational, motivational, communicative, reflective, organizational-managerial and professional-adaptive functions. All these aspects contribute to the positive dynamics in the formation of communicative and pedagogical competence of future teachers of philology, as it allows the reproduction of real professional situations on the basis of modeling.