Competence Of Teachers Research Articles

Teaching Competency Development Model of Instructor in Bachelor of Technology Degree in Automotive Technology Program for Institute of Vocational Education

Providing higher education is crucial for the development of human resources. This research aims to develop a model for developing teaching competencies of teachers in the Bachelor of Technology Program in the Automotive Technology Department, Institute Vocational Education. Research and Development was divided into 3 phases: Phase 1 to study the conditions, problems, and approaches to developing teaching competence of teachers, using in-depth interviews with 10 teachers and 5 Experts. Phase 2 develop a model for developing teaching competence of teachers, using group discussions with 10 experts; and finally, Phase 3 to study the effectiveness of the Teaching Competency Development Model. A model for developing teaching was the development of the 4K4C+KCV Competency Development Model for teachers in the Automotive Technology program at vocational institutes. This model includes three basic components (KCV): Knowledge, Competencies, and Values, while the process of developing teaching competency comprises four steps (4K4C): 1. Know with understanding - Create knowledge by yourself, 2. Know in detail - Create cooperation, 3. Know with expertise - Create coordination, 4. Know to advise - Create work and leadership roles. The quality of the teaching competency development model it found high level. The overall quality of the teaching competency development model for teachers in the Bachelor of Technology Program in Automotive Technology at the Institute Vocational Education is at a high level.

Competencies of Jordanian Teachers of Grades 1-3 With Dyslexic Students in Light of Some Variables

The study aimed to reveal the competencies of Jordanian teachers of the first three grades in dealing with students with dyslexia, and its relationship to the variables of teaching experience, undergoing previous training courses in dyslexia, and the grades they teach. The study sample consisted of (86) male and female teachers who were selected randomly in schools affiliated with the Directorate of Education of Wadi Al-Seer District in the capital, Amman. The study followed the descriptive approach. To achieve the study objectives, the researchers developed a scale of competencies for teachers of the first three grades related to students with dyslexia. It consisted of (41) paragraphs distributed over three dimensions: The first dimension: includes the nature and causes of dyslexia. The second dimension: includes the diagnosis and symptoms of dyslexia. The third dimension: includes therapeutic interventions for dyslexia. The researchers verified the validity and reliability of the scale. The results showed that the competencies of Jordanian teachers of the first three grades in dealing with students with dyslexia were average across the scale dimensions as a whole, with the “diagnostic competencies” dimension ranking first, followed by the “nature and causes of dyslexia” dimension in second place, and the “treatment of dyslexia” dimension in last place. The results also indicated that there were statistically significant differences in the competencies of teachers of the first three grades according to the variable of teaching experience, and the differences were in favor of those with experience ranging between (6 years and less than 11 years). As for the variable of grades (first, second, third) taught by primary school teachers, the differences were in favor of teachers of the first grade, followed by the third grade and then the second grade. As for the variable of attending training courses, the differences were in favor of teachers of the first three grades who attended previous training courses in dyslexia. In light of these results, a set of recommendations were presented.

Implementation of Academic Supervision by the Head of Madrasah to Improve Teacher Performance

Improving the quality of education in schools must begin with improving the quality of learning through improving teacher performance. The implementation of academic supervision by school principals is one of the effective ways to improve teacher professionalism and performance, which has a direct impact on the quality of learning. The purpose of this study is to identify and describe the planning, implementation, and evaluation of academic supervision conducted by madrasah principals in an effort to improve teacher performance in Madrasah Ibtidaiyah Negeri 11 Pidie Jaya Regency. By using a qualitative approach to obtain data related to the implementation of academic supervision in improving teacher performance including planning, implementation, and evaluation of academic supervision and data collection techniques through interviews, observation and documentation. Data analysis techniques are data reduction, data presentation and data verification. The results showed that the role of academic supervision in improving teacher performance at MIN 11 Pidie Jaya, with a focus on planning, implementation, and evaluation, namely: (1) Academic Supervision Planning at MIN 11 Pidie Jaya is based on the formulation of clear objectives, preparation of planned schedules, selection of appropriate supervision approaches and techniques, and the use of appropriate instruments so as to improve the quality of education, focus on learner achievement, teacher competency development, and performance improvement. (2) The implementation of academic supervision at MIN 11 Pidie Jaya is carried out in a structured manner with a pre, during and post observation approach. (3) Evaluation of Academic Supervision at MIN 11 Pidie Jaya has been carried out systematically by involving follow-up to the results of supervision, self-reflection, providing motivation, and evaluation of the results of supervision shows an improvement in teacher performance optimally.

LA COMPETENCIA LÉXICA EN EL FUTURO PROFESORADO EN LENGUA EXTRANJERA: CRITERIOS DE LEMATIZACIÓN DE LOS ESTUDIOS DE DISPONIBILIDAD LÉXICA EN EL ÁMBITO EDUCATIVO

The lexical competence of teachers is an important factor when it comes to teaching a foreign language. The aim of this study is to share the editing and lemmatisation criteria used for research on the lexical competence of prospective teachers in relation to the field of foreign language education in English and French. This is a key phase in lexical availability studies. In addition, the common and specific criteria for editing and preparing the corpora for subsequent analysis will be presented.

PENGABDIAN DAN PENGAJARAN PENDIDIKAN ANAK USIA DINI DI TK AL-ARHAM DESA NAGORI SILULUH HUTA 3

This research aims to examine the effectiveness of service and teaching carried out by students at the North Sumatra State Islamic University, Faculty of Tarbiyah and Teacher Training, Early Childhood Education Study Program at Al-Arham Kindergarten, Negori Siluluh Huta 3 Sigogar Village. Community service through early childhood education (PIAUD) is a form of academic assistance in improving the quality of elementary level education. This service and teaching activity aims to increase the competency of kindergarten teachers in implementing learning methods that are creative, innovative and appropriate to the developmental needs of early childhood. The program implemented includes teacher training on a scientific approach, which means the learning process has been designed in such a way that students are more active in learning, then there is also game-based learning, as well as strengthening character education in early childhood. Apart from that, counseling is also provided to parents to support children's development at home. The results of this program show an increase in teachers' knowledge and skills in teaching as well as increased collaboration between the school and parents in supporting children's development. The implications of this activity are expected to be able to create a more effective and enjoyable learning environment for children in kindergarten, as well as supporting their holistic development. This research uses a qualitative method using 3 stages in implementing community service activities, namely 1) Observation, 2) Interviews and 3) Data collection. Keywords : years Devotion, Teaching, Early childhood

The impact of Digital literacy on ICT self-efficacy in Islamic secondary school teachers in District Kot addu South Pakistan

Digital literacy is the skill of using digital technologies in order to find, assess and produce relevant information and products. ICT self-efficacy refers to self-confidence in instructional use of Information and Communication Technology tools.This paper focuses on effects of Digital Literacy on ICT self-efficacy of teachers in Islamic secondary schools in District Kot Addu South Pakistan. Hence, probing into how digital literacy affects teacher’s self efficacy when using ICT in teaching becomes relevant given rising push on adoption of technology in learning. The results are expected to contribute to the body of knowledge regarding professional development needed to support appropriate incorporation of technology into teaching practices.It seeks to alert professional development providers on the potential of impacting teacher confidence and competence on using technological tools in instruction. This paper presents a qualitative investigation concerned with the effects of digital literacy on ICT self-efficacies of teachers in the Islamic secondary schools in District Kot Addu, South Pakistan. The research sought to establish the present level of use of, and confidence in use of, information communication technology among teachers; personal computer/Internet literacy skills; and correlation between these skills and attitude towards the use of ICT in teaching. In this study, data was collected through use of semi structured interviews and focus group discussions with fifteen teachers from five Islamic secondary schools. Finally, through analyzing themes identified in the cross-case analysis, it was shown that although most teachers adopted digital literacy and were comfortable with technological tools, they lacked adequate knowledge on how to incorporate digital technologies with higher complexity into their teaching practice. In addition, the study showed that the profile of digital literacy influenced ICT self efficacy, the need to address with immediacy and desire the continuing professional learning to improve on it. The study has therefore called for enhanced training that not only increases computer literacy skills but also the level of self-confidence in the use of ICT in teaching to enhance teaching practices in era of technology.The professional development programs should then focus on developing the skills that would increase ICT self efficacy among teachers so as to increase the level of self confidence in integration of technology in teaching and learning practices.

Mediating Role of Emotional Intelligence in the Interrelationship of Elementary School Teachers’ Social Skills and Social Competence

Teachers’ emotional intelligence is one of the prime indicators of their improved social skill and social competence at workplace. Due to rapid changes in the current times, the role of school teachers has become very challenging. Different factors affect their teaching effectiveness. Emotional intelligence is one such important factor which has been less explored in the context of elementary education. The present study examines how emotional intelligence mediates the relations of social skills and social competence of teachers. A total of 210 teachers participated in the study from elementary schools of Punjab, Pakistan. A quantitative measure was administered to collect data on five-point Likert type scale. Mean score Pearson’s r, regression and path analysis were conducted to analyze the data. The results showed a high mean score which was above 4.00 for teachers’ emotional intelligence, social skills and social competence. The correlation between all the three variables indicated social skills having significant correlation with social competence (r value=.766 and p< 0.000), social skills with emotional intelligence (r value = .802 and p<0.000) and social competence with emotional intelligence (r value =.805 and p<0.000). The study showed that emotional intelligence partially mediated the relationships between social skills and social competency. Based on the results it is concluded that emotional intelligence is a strong predictor of social skills and social competence of teachers in elementary education context.

Assessing Teacher Competences and Their Impact on Inclusive Education for Children with Developmental Difficulties in Kosovo

In Kosovo, the inclusion of special education needs (SEN) in regular classrooms is growing, yet teachers often lack the necessary preparation. Effective management requires competency, inclusive training and development. This study explored the relationship between teacher competences, inclusive education training, and professional support in managing classrooms with children with SEN in Kosovo. We employed a mixed-methods approach, distributing structured questionnaires to 57 elementary and secondary school teachers and conducting a literature review. Descriptive statistics revealed that 98.20% of children receiving special education services had impairments, indicating a robust commitment to addressing SEN. The emphasis was on early intervention, as evidenced by the creation of 96.50% Individualized Education Plans (IEPs) in the first grade and the active analysis of previous program data by 87.70% of teachers. A chi-square test found a significant correlation between training in inclusive education and teachers' proficiency in managing inclusive classrooms (p-value < 0.01). However, 8.80% of teachers reported limited data access, highlighting the need for further training and support. IEP goals often prioritized social skills (12.10%) and adaptive behavior (11.8%), emphasizing the necessity of thorough educator preparation. The study underscores the critical role of inclusive education training in enhancing teacher competency. Although most SEN children receive necessary services, challenges like restricted data access require solutions through continuous professional development. Hypothesis testing showed professional support significantly boosts teacher confidence in inclusive practices (p-value < 0.05), emphasizing continuous training.

Training and Mentoring to Strengthen Literacy and Numeracy in the Learning Recovery of the Ogan Ilir Region

The literacy and numeracy training and mentoring program in Ogan Ilir aims to enhance the competencies of junior high school teachers in supporting the improvement of literacy and numeracy in learning recovery. This program consists of outreach activities, training, and intensive mentoring over two days designed to help teachers improve literacy and numeracy in their respective schools. As an initial step, a pretest was given to the participants to measure their initial understanding of literacy and numeracy. During the training, participants were provided with materials through interactive sessions, group discussions, and hands-on practice to design a literacy and numeracy improvement program. At the end of the training, a post-test was conducted to evaluate the improvement in participants' understanding and skills, with results showing an increase in most participants. This program concludes with monitoring and evaluation through reports and visits to schools to ensure the implementation of training results in their respective educational environments. Overall, this activity can strengthen teachers' literacy and numeracy skills in supporting learning recovery

Pioneering quantitative assessment of questioning competency in elementary pre-service teachers using Likert-scale questions

ABSTRACT In pre-service teacher (PST) education, developing effective instructional practices like questioning is a crucial learning objective. Assessing PSTs’ questioning competencies is essential, yet traditional qualitative methods (e.g., discourse analysis) limit large-scale analysis within PST preparation programs. Previously, we addressed this challenge by designing and validating instruments, including a video-coding scheme and free-response questions, to assess novice teachers’ competencies in asking effective guiding questions to address student difficulties. We established a link between their questioning practices and performance on free-response questions. Building upon these efforts, this study aims to further enhance assessment efficiency by transforming pre-validated free-response questions into Likert-scale questions. In this approach, respondents rate provided options that represent various levels of questioning competencies, rather than providing their answers. Over two semesters, we administered Likert-scale questions to more than 100 PSTs each term to evaluate the feasibility and validity of this method. We identified five categories of options for Likert-scale questions and developed empirical equations to derive Pedagogical Content Knowledge in Questioning (PCK-Q) from the collected ratings. The findings support the use of Likert-scale questions as a promising tool for large-scale assessment of PCK-Q in PST education. We also discussed the application of Likert-scale questions in PST preparation.

Pendidikan Transformatif: Tantangan Mutu dan Kompetensi Guru Bahasa Indonesia di Banyuwangi

Transformative learning creates changes in an individual's perspective, making individuals more mature and mature in thinking and acting, based on cognitive, rational, affective and affective processes, as well as communicative and social aspects which aim to make a person smarter and more critical. The importance of teacher competence and quality in the world of education has a big influence on student success. This research aims to determine the role and innovation of transformative education in improving quality and competence as well as transformative education strategies in improving the quality and competence of Banyuwangi Indonesian language teachers. This research uses qualitative research methods with the type of microethnography. The data collection techniques used include participant observation, structured interviews, qualitative notes, and documentation. Researchers used data analysis using the Miles Huberman flow with four stages including; data collection, data reduction, concluding research data, and data verification. Research states that teachers must be able to improve the quality and competence of education along with changing times. Changes in education can begin with the presence of teachers who are qualified and able to have competitiveness in terms of quality and competence.

Peran Kebijakan dalam Meningkatkan Kualitas Pembelajaran

This study aims to describe the role of policy in improving the quality of learning using a qualitative approach. The data sources used in this study are literature study sources that include references from journals, books and other articles. In education, public policy functions to provide equal access to education, improve teacher competence, and develop relevant curricula. Quality education policies must adapt to the times, technological advances, and global challenges. Therefore, education policies are very important to produce a generation that is innovative, intelligent, and ready to face the development of a dynamic society.

The Role of Teacher Strategies in Increasing Student Motivation in Aqidah Akhlak Subjects

A concise and factual abstract is required. The abstract should state This study aims to determine student learning motivation, teacher strategies, and supporting and inhibiting factors in increasing Aqidah Akhlak’s learning motivation. The descriptive qualitative approach is research that describes stimuli and events factually and systematically regarding the factors, characteristics, and relationships between phenomena owned to do the basics only. The research uses a credibility or trust test to assess the results. The main findings of this study show that students’ Aqidah Akhlak learning motivation can be increased by applying various creative learning methods, appropriate reward strategies, and adjustments to student needs. Supporting factors include student enthusiasm, teacher competence, learning facilities, a conducive environment, positive friends, and family support. Meanwhile, the inhibiting factors include unsupportive family conditions, less than optimal student and teacher health, a less conducive classroom environment, and negative peer influence.

Adapting teaching practices and enhancing intercultural competence: student teachers’ experiences in an international exchange program

Purpose This study aims to examine how participation in international exchange programs influences both the teaching practices and intercultural competence of student teachers. Focusing on the experiences of Vietnamese participants in Thailand, the study explores how these educators adapted their teaching methods in response to cross-cultural challenges and developed essential intercultural skills through immersion in a new educational environment. Design/methodology/approach Using a qualitative case study approach, this research highlights the transformative experiences of 13 Vietnamese student teachers who participated in a three-week exchange program in Thailand. Data were gathered using semi-structured interviews and reflective journals to capture rich insights into how the exchange shaped their teaching practices and intercultural competence. Findings The findings indicate that the program significantly impacted participants’ teaching practices, as they adapted their instructional strategies to better meet the needs of diverse students and manage cross-cultural classroom dynamics. In addition, participants demonstrated growth in intercultural competence, developing greater empathy, flexibility and cultural sensitivity. These skills not only improved their teaching but also enabled them to engage more effectively with students from different cultural backgrounds. Originality/value This study contributes to the understanding of how short-term international experiences can lead to both pedagogical transformations and the development of intercultural competence in a global educational context. It underscores the necessity of incorporating structured intercultural training within teacher education programs to better prepare educators for the complexities of teaching in culturally diverse settings.

In House Training (IHT): Upaya Meningkatkan Kompetensi Guru dalam Memanfaatkan Media Digital Canva

This research aims to improve teacher competency in learning through In House Training (IHT) in the use of Canva media. This research method uses a pre-experimental design type of one-group pre-test post-test design. The research was conducted at Syekh Tubagus Abdullah Elementary School, Purbaratu District, Tasikmalaya City. The research was conducted at the beginning of the even semester 2021/2022, in January-June 2022. The population in this research was all teachers at Syekh Tubagus Abdullah Elementary School, Purbaratu District, totaling 10 people. The results of the research show that based on the data obtained, in phase I as many as 9 teachers at Syekh Tubagus Abdullah Elementary School were able to master the material for making Canva learning videos well. Only one teacher scored below average. Based on the results of phase 1, it is necessary to carry out phase II IHT activities again. Meanwhile, in phase II, the results of the implementation of In House Training were based on instruments that had been filled in by 10 respondents or participants (Teachers) and had achieved an average score of 100, this means that most of the indicators based on previous provisions could be achieved very well. Based on existing data, the conclusion is that IHT activities have succeeded in increasing teacher competence in utilizing animated videos in learning activities.

МОДЕЛЬ ФОРМУВАННЯ ЕКОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИКИ ЯК ПЕДАГОГІЧНА УМОВА ФУНДАМЕНТАЛЬНОЇ ПІДГОТОВКИ В ПЕДАГОГІЧНОМУ УНІВЕРСИТЕТІ

In the article, the author reveals the concept of environmental competence of future physics teachers as an integrative personality quality, which is manifested in the ability to acquire environmental knowledge and the ability to apply it when solving environmental problems, to apply environmental knowledge in situational activities in everyday life and the natural environment to protect the environment , as well as in the ability to implement eco-pedagogical activities. The components of environmental competence of future physics teachers are characterized: value-motivational, cognitivecognitive and operational-activity. It has been found that the selection of three interdependent and interdependent components allows for effective management of the process of formation of environmental knowledge, providing mobility and orientation, as well as prerequisites for creating a system of professional activity, which consists of professional, environmental and eco-pedagogical activities. A model of the formation of environmental competence of future physics teachers at a pedagogical university is proposed, which consists of three blocks: methodological-targeted, contenttechnological, and diagnostic-resultative.

The Impact of Teachers’ Personality Competence and Students’ Attitudes on the Quality of Learning

Background. The quality of education in Indonesia is still stagnant, as evidenced by students’ achievements, which have not shown significant changes. This is influenced by the competence of teachers, who are not yet fully professional. Purpose. This research aims to reveal the impact of teachers’ personality competence and students’ attitudes on the quality of learning, both partially and simultaneously. Method. This study employs a quantitative method with a correlational approach, involving 57 students from SDN Pangilen 3 Sampang in grades 4, 5, and 6. The sampling technique used is saturated sampling. Data was collected through a questionnaire with a Likert scale ranging from strongly agree (5) to strongly disagree (1). Data processing includes descriptive statistical analysis, prerequisite tests such as normality and linearity, as well as validity and reliability testing. Hypothesis testing is conducted through multiple regression analysis, including simultaneous testing (F test) and partial testing (t test) to analyze the contributions between variables. Results. It shows that teachers’ personality competence and students’ attitudes have a significant impact on the quality of learning, with Sig. values of 0.000 and 0.004, respectively. The simultaneous test confirms the collective influence of both variables, with teachers’ competence contributing 34.1% and students’ attitudes contributing 19.5%. The dominance of teachers’ competence in affecting the quality of learning is evident from its relative contribution of 63.6%. Conclusion. This research emphasizes the importance of enhancing teachers’ personality competence to improve the quality of learning in schools.

The Role Of Teachers In Improving Learning Interest In Civics Education Learning Of Grade IV Students Of Nusukan Barat State Elementary School

Low student interest in citizenship education (civics education) is one of the problems often encountered in schools. This condition is influenced by various factors, including teacher teaching methods and student motivation. This study aims to describe the role of teachers in fostering students' interest in learning Civics Education in grade IV at ELEMENTARY SCHOOL Nusukan Barat, as well as the factors that influence this interest. This research uses a qualitative approach. Data collection techniques included observation during learning, semi-structured interviews with respondents from the fourth-grade teacher of ELEMENTARY SCHOOL Nusukan Barat, and documentation studies conducted in the fourth-grade classroom of ELEMENTARY SCHOOL Nusukan Barat. The results showed that the teacher's role as a facilitator, motivator, informator, and classroom manager has a significant influence in increasing students' interest in learning. In addition, there are supporting factors such as teacher creativity and competence, supportive school programs, and good communication between teachers and students. However, there are also inhibiting factors such as limited learning time, students' dislike of the subject, and lack of support from parents at home. Therefore, the active role of teachers in the learning process and classroom management is very important in fostering students' interest in learning. It is recommended that teachers continue to increase creativity in teaching and involve parents to support learning at home so that students' interest in learning Civics can be improved optimally.

Teacher-student relationships: the roles of teachers’ emotional competence, social emotional learning beliefs, and burnout

ABSTRACT Using a questionnaire survey methodology, this study examined associations among elementary school teachers’ perceptions of their emotional competence, positive social emotional learning beliefs, burnout perceptions, and the quality of their relationships with students. Participants were 120 teachers (88 females and 32 males) recruited from 15 Greek schools. Results demonstrated that teachers’ perceptions of their emotional competence and personal achievement were both positively associated with their perceptions of their relationships with their students as close. When teachers reported high levels of emotional exhaustion, commitment to social emotional learning was positively related positively to perceptions of teacher-student closeness. In contrast, when teachers reported high levels of teacher depersonalisation and personal achievement, commitment to social emotional learning was negatively associated with their perceptions of teacher-student closeness. Teachers reported less conflict with students when they reported experiencing high levels of personal achievement. Findings indicate that psychological processes linking various dimensions of teachers’ social-emotional competence to relationship-building between teachers and students in Greek classrooms are similar to those that operate in the U.S. Strategies to support the development of effective training in social emotional competence for teachers and school leaders are discussed.

THE CONCEPT OF FORMING EVALUATION AND ANALYTICAL COMPETENCE OF FUTURE TEACHERS OF FOREIGN LANGUAGES

Control is a component of the system of teaching foreign languages and cultures. The effectiveness of its organization and conduct by the teacher provides quality feedback and significantly affects the results of students’ acquisition of foreign language communicative competence. Control is always related to evaluation. This necessitates the formation of evaluative and analytical competence of the future teacher of foreign languages in the process of professional and methodological training in a higher education institution. Given the peculiarities of teaching foreign languages, the evaluative and analytical competence of a foreign language teacher has its own specificity. At the same time, the analysis of the latest researches and publications makes it possible to ascertain the absence of a scientifically based concept of the formation of evaluative and analytical competence of future teachers of foreign languages in the process of their professional and methodological training in a higher education institution. Such a concept should become the basis for the development of teaching methods in accordance with the conditions of the organization of the educational process in a higher education institution according to a specific educational program and within the limits of mandatory and/or optional components of the professional and methodological training of future teachers of foreign languages. With this study, we aim to develop the concept of the formation of evaluative and analytical competence of future foreign teachers as a scientifically based system of approaches, content of training, methods and means of training, which in their relationship reflect the leading idea and strategy of organizing the educational process to achieve the planned result. To achieve the formulated goal, the following research methods were used: analysis of scientific sources, valid documents to clarify the state of development of the problem of formation of evaluative and analytical competence among future teachers of foreign languages; synthesis, generalization, deduction to determine the main provisions of the concept. Evaluative and analytical competence of a teacher of foreign languages, as a complex and dynamic interaction of special methodological knowledge and methodological skills, is considered in the unity of both components – evaluative and analytical competence. Modern approaches to education form the theoretical basis of the proposed concept. The competence approach is aimed at the formation of target competence and requires a minimally sufficient selection of training content. The technological approach involves the use of learning technologies and technologies for learning. The reflective approach is implemented for self-control, self-analysis, self-evaluation by the student of the process and the result of mastering one’s own evaluation and analytical competence. The formation of evaluative and analytical competence is a joint activity of the teacher and students of higher education – future teachers of foreign languages, therefore the personal-activity approach is applied in the unity of personal and activity components from the positions of the student and the teacher. The content of training for the formation of evaluative and analytical competence is disclosed in subject and activity aspects: the subject aspect consists of topics and typical professional and methodological situations of foreign language teachers in the process of design, implementation and organization of control and evaluation of student learning results, and the activity aspect reflects methodological knowledge, methodological skills as components of target competence. Tasks for mastering methodological knowledge, four groups of tasks for the formation and development of methodological skills are the means of learning. Tasks for the formation and development of methodological skills of future teachers of foreign languages are often multifunctional; this means that in the process of performing the task, the methodological skill / methodological skills are in a different stage of formation. The results of tasks for mastering knowledge are evaluated according to the “correct answer” criterion. Criteria for evaluating the results of tasks for the formation and development of methodological skills are defined depending on the type of task. Methodological reflection is important for a future teacher of foreign languages. The main means of methodological reflection of future teachers of foreign languages in the process of formation and development of evaluative and analytical competence is defined as an electronic methodological portfolio, the content of its sections is proposed. The scientific substantiation of the concepts of the formation of other competencies of the modern foreign language teacher can provide a perspective for further research.