Пізнавальна самостійність як підґрунтя формування самостійної компетентності майбутніх учителів іноземних мов

Abstract

Cognitive independence is considered as a basis for the independent competence formation of future foreign language teachers. It is determined that the dominant needs of future foreign language teachers in the process of self-educational competence formation are the cognitive need, which determines their attitude to the educational process in higher education. It is proved that the basis for the formation of self-educational competence is the development of cognitive independence of future foreign language teachers, their research activities, and the desire for creative cognition. The need to use in the process of professional training of future teachers of foreign languages creative tasks put forward hypotheses and independent non-standard solutions. Self-educational competence defined as an integrative quality of personality, which characterizes its ability to the systematic self-organized cognitive activity aimed at continuous self-development of professional and cultural qualities and self-improvement. The high level of self-educational competence indicates the ability to plan their work, find appropriate and meaningful sources of information, the ability to compare facts, events, analyze, summarize, assess the problems studied, based on foreign language material, and the ability to compare with their own teaching experience; in the ability to independently prepare a creative task, author's project, etc. The basis of cognitive independence of future teachers of foreign languages is the need for self-determination of the individual as the need to understand themselves as part of the semantic system of general ideas about the world and determine the meaning of their existence in it. In this sense, one's life plan becomes an understanding of the future, and self-determination becomes a necessary component of the self-educational competence of future foreign language teachers.