FORMATION OF PROFESSIONAL FOREIGN LANGUAGE COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS

Abstract

The standards of professional competence for teachers in the domestic education system underwent a radical transformation at the turn of the 20th and 21st centuries and identified the development of a democratic, humanities- oriented system of values as a priority. Under such guidelines, professional pedagogical competence determines the optimal algorithm for training specialists and realising their potential in educational activities. The aim of this article is to identify the components of foreign language communicative competence of future primary school teachers in the context of their professional training. Methodology. Based on the analysis of scientific and pedagogical sources, the educational and professional training programme for first-level (bachelor's) higher education students majoring in «Primary Education» and research into approaches to defining the concept of «foreign language communicative competence», the components of this concept in the context of the professional training of future primary school teachers have been identified. Scientific novelty. The formation of foreign language communicative competence involves the correlation of several aspects of training: understanding the competence of a teacher and its implementation in the context of teaching in primary school, systematic mastery of a foreign language, the use of the concept of a teacher's professionogram for a systematic approach in the context of professional training of future primary school teachers, synergy between pedagogical and linguistic training for the realisation of professional potential, the introduction of an innovative dimension into professional pedagogical activity, and others. Conclusions. A distinctive result of the professional foreign language competence of primary school teachers is the formation of a culture of professional speech characteristic of this particular educational environment. In general, the main indicator of a teacher's professional speech is the unconditional correlation of the linguistic component with the curriculum. The culture of professional speech of a teacher becomes a system-forming element of linguistic culture in the educational system. Linguistic culture in the educational environment is primarily characterised by the systematicity and orderliness of linguistic elements and the rules for their application. For primary school teachers, the principles of linguistic culture take on specific meaning depending on specific pedagogical situations.