СУТНІСТЬ ПОНЯТТЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ ІНОЗЕМНИХ МОВ

Abstract

The article deals with the essence of the concept of professional competence of a future teacher of foreign languages. The features of professional communication, the types of competencies, the content of professional pedagogical skills are determined. The professional and pedagogical goals of teaching foreign languages and special skills are outlined. Nowadays, the issue of forming the professional competence of the teachers is especially relevant. The priority of it is justified by a number of factors, including modern trends in our society; the leading role of education and the need to ensure its leading importance for the development of the society; the new tendencies in the development of the education system; the importance of introducing innovative approaches in the organization of the educational process. The important component of the professional competence formation of the modern foreign language teacher is self-study, improvement of knowledge and skills in a foreign language. This problem is particularly clear in European foreign language education, as self-learning of foreign languages is associated with the realization of the necessity to learn other languages. The competence of self-study, improvement of foreign language skills are considered to be the key competencies not only for the students but also for the foreign language teachers. The specifics of the professional activity of the teacher are connected with the need to develop not only general skills for the pedagogical activities, personal qualities, but also the skills and abilities due to the peculiarities of the professional activity, first of all to form foreign language communicative competence. The professional capability of the English teacher should deal with the basic and special qualifications. The professional skills synthesize, firstly, the general requirements for the teacher as a person, secondly, the peculiarities of his professional and pedagogical activities, thirdly, the specific manifestation of these competencies in the professional activity.