МОВЛЕННЄВА КОМПЕТЕНТНІСТЬ ЯК СКЛАДОВА ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ПЕДАГОГІВ ПРОФЕСІЙНОГО НАВЧАННЯ

Abstract

Relevance: The prioritization of developing speech competence in future teachers of vocational education is necessitated by the need to equip learners with competencies for lifelong learning, aligning with the qualification requirements of higher education graduates amidst the reforms in the national higher education system and its integration into the European space. Objective: To substantiate the importance of speech competence as a component of professional training for future teachers of vocational education in higher education institutions. Methods: Analysis, synthesis, and generalization of scientific works and legislative and regulatory documents were used for the theoretical analysis of key concepts of the study, defining the term "speech competence as a component of professional training for future vocational education teachers"; comparison was employed to identify approaches to solving the researched problem; generalization and systematization were used to formulate conclusions and prospects for further research. Results: Analysis of scientific works revealed that the speech competence of future vocational education teachers develops through the integration of the main tenets of linguistic sciences, psychology, and pedagogy. It is hierarchically subordinated to the principles of implementing a competence-based approach in the education system and integrates into the system of key (general) competencies as a distinct component. Speech competence, as defined in the Standard of Higher Education at the Bachelor's level, field of study 01 – "Education / Pedagogy", specialty 015 – "Professional Education (by specializations)" and in educational-professional programs, is determined by specific learning outcomes, mastery of which provides the ability to obtain an educational qualification. The level of speech competence within the system of general competencies for lifelong learning is a guarantee for the systemic further personal and professional development of a vocational education teacher according to the standards and socio-cultural trends. Conclusions: Innovative and European integration development of educational systems, current scientific research in pedagogy and psychology, technological changes, and the digitalization of society require a systemic update of educational content components to effectively develop the speech competence of future vocational education teachers and to ensure their ability to organize and conduct pedagogical activities effectively.