FORMATION OF SELF-REGULATORY COMPETENCE OF FUTURE TEACHERS OF FOREIGN LANGUAGES IN THE PROCESS OF PROFESSIONAL TRAINING

Abstract

The study is characterized the essence of the development of self-regulatory competence of future foreign language teachers as a basis for successful professional development, analyzes the structure, functions and components of self-regulation. An attempt to clarify the nature of self-regulatory competence made it possible to establish the reason for the functioning of the structural elements of the formation of self-regulation during training.The effectiveness of the education system and the growth of social requirements for educational institutions requires highly qualified specialists who are able to be creative in the organization of the educational process and achieve high quality results. Improving the quality of professional training is due to the possibility of mobile response of the educational process to the needs of society and the individual. In connection with the restructuring of the world system in Ukraine, increasing the level of psychological and pedagogical support for professional training, the relevance of the study of the problem of self-regulation of future professionals is growing significantly. Therefore, for specialists dealing with learning problems, pedagogical research is becoming increasingly important, which addresses the problems of self-regulation. Study of the formation of self-regulatory competence of future foreign language teachers in the process of professional training is one of the basic conditions for self-improvement of the individual at the personal and professional levels. However, self-regulatory competence as a property inherent in the future teacher of a foreign language is the basis of professional development, as it determines the purposefulness, motivation, the presence of productive mental states and otherconditions for successful mastery of the profession.