Formation of Orthographic Competence in Future Primary School Teachers during Language Training in Higher Education Institutions

Abstract

The article is dedicated to the orthographic competence of future primary school teachers. The purpose of the study is to develop and test the model of orthographic literacy formation in future primary school teachers, as well as define the pedagogical conditions that facilitate the efficient operation of the model in the context of the educational process in a higher education institution. The study utilizes the competency-based approach, the systemic approach and the linguodidactic approach. Through the competency-based, systemic and linguodidactic approaches, the theoretical-methodological strategy for forming the orthographic competence in future primary school teachers has been defined. The model of developing this component of linguistic competence has been developed and tested. A set of pedagogical conditions that ensure the efficient operation of this model has been experimentally tested. During the analysis of the scientific-methodological literature, the features of forming the orthographic competence in future primary school teachers have been defined. As a result of the experimental work, it has been proven that the implementation of the developed model and the adherence to certain pedagogical conditions facilitate the formation of orthographic competence in future primary school teachers. The experiment has proven that certain pedagogical conditions are efficient and the created model of orthographic literacy formation in future primary school teachers ensures the readiness to use the theoretical material in practice as well as the consistent motivation for further learning.