ФОРМУВАННЯ КОМПЕТЕНТІСТНОЇ МОДЕЛІ У ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНОЇ МОВИ І ЗАРУБІЖНОЇ ЛІТЕРАТУРИ НА ЗАСАДАХ КОНСТРУКТИВНОЇ ПЕДАГОГІКИ
FORMATION OF A COMPETENCE MODEL IN THE TRAINING OF FUTURE TEACHERS OF FOREIGN LANGUAGES AND LITERATURE ON THE BASIS OF CONSTRUCTIVE PEDAGOGICS

Summary/Abstract: The article deals with the ways of optimizing the formation of a competency model in the training of the future teachers of foreign languages and foreign literature based on constructive pedagogy. The development of an optimal educational process is impossible without applying to the theory of the system approach, which requires adherence to the terms of integrity when considering the object of research, taking into account its constituent connections between individual components. The research is based on the experience of implementing the principles of pedagogical constructivism in the USA through the development and introduction into the educational process of a number of educational approaches to learning foreign languages, with several effective targeted constructive programs for learning foreign languages being singled out (content-based language instruction; sheltered subject matter teaching cognitive academic language learning approach), as well as a number of modern educational approaches (topicbased learning; task-based language learning; content-based language instruction or contentoriented language learning). The authors conclude that the basic principles of pedagogical constructivism and the US experience in the field of training teachers of foreign languages and foreign literature have significant advantages compared to the traditional national system. The use of leading programs for learning foreign languages will significantly enrich national traditions and contribute to the formation of the necessary students` competencies. The advantages of pedagogical constructivism based on a systemic approach are the problematic nature of learning and the intensification of pedagogical process; coaching as the basis of pedagogical activity; stimulation of self-learning; use of various motivations for the intensive educational activity of the applicants; activation of the internal potential of the individual; active role of the student in the educational process; creation of an atmosphere of competition and heightened emotional mood; understanding of the uniqueness of the student’s personality, attention to his personal growth and the development of a problem-searching style of thinking; effectiveness of the learning process. At the same time, it is necessary to remember that it is impossible to create a universal standard version of the educational process in order to achieve optimal results of the activities of students and teachers.

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