LINGUODIDACTIC COMPETENCE OF MASTERS IN UKRAINIAN PHILOLOGY AS AN OBJECT OF THEORETICAL ANALYSIS IN PEDAGOGICAL SCIENCE

Abstract

The article analyzes the linguodidactic competence of prospective masters in Ukrainian philology as a determining integrated personal quality of undergraduates at the 2nd (Master’s) level of higher education.It is clarified that modernization processes in higher pedagogical education in the challenging context of life of the Ukrainian society, shifting in the conceptual guidelines of the philosophy of education, as well as trends in the training of specialists in the educational field, which are driven by both the dynamic development of the information society and unpredictable socio-economic and political challenges, lead to comprehension, analysis, and search for optimal strategies for forming linguodidactic competence in future masters of Ukrainian philology.Ongoing transformations and reforms in modern higher education in Ukraine, predetermined by the dominance of the competence paradigm in all its structures, encourage scientists and the teaching community of higher education institutions to search for efficient didactic resources enabling better training of specialists at the 2nd (Master’s) level of higher education, namely in Ukrainian philology.Meanwhile, present-day needs and demands of society for competitive specialists ready to perform professional tasks in the ever-changing conditions of our time, and necessitate regular updating of the content of educational programs and methodological tools for establishing the educational process at the master’s level.It is ascertained that the implementation of the competence paradigm actualizes the processes of modernization of teaching future Masters in Ukrainian philology considering the functional field of their professional activities: firstly, as future teachers of linguistic disciplines; secondly, as teachers of Ukrainian language and literature; thirdly, as researchers and scholars.Based on the analysis and synthesis of multi-vector approaches to clarifying the content, structures, and functions of linguodidactic competence as a scientific concept, in this study three areas of research on the issue are allocated, namely: the first one is based considering the content, structure, and features of professional activity of teachers of higher education institutions, which specialise in linguistics; the second one proceeds from taking into account the peculiarities of professional activities of teachers of higher education institutions of non-linguistic specialization; the third one is focused on the professional tasks of teachers of the Ukrainian language and literature in view of the educational strategy of the new Ukrainian school.The article emphasizes that it is advisable to consider the linguodidactic competence of future masters in Ukrainian philology as a universal concept, and an attribute of the quality of professional training of an undergraduate at the 2nd (Master’s) level of higher education, who is ready to perform professional tasks within the functional scope, notably, a teacher of higher education institutions specializing in linguistics; a teacher of non-linguistic higher education institutions; a teacher of the Ukrainian language and literature of the New Ukrainian School.