GLOBAL COMPONENT IS AN IMPORTANT PART OF QUALITY PROFESSIONAL TRAINING OF FUTURE FOREIGN LANGUAGE TEACHERS
Abstract
The article considers global competence as an important component of quality professional training of future foreign language teachers. The purpose of the article is to highlight the specifics and content of the concept of “global competence” in the context of the axiological aspect. The research objectives are to consider and highlight the main principles of the conceptual model of the formation of global competence in future foreign language teachers. The research used the following methods: analysis and generalization of scientific and pedagogical sources on the analyzed problem in theory and practice; study and systematization of psychological and pedagogical primary sources on the issue.
The article examines the semantic meaning of the concept of “global competence”, highlights three levels of civic competence, including: ethnic, activity, academic. It is noted that global competence contains a moral and ethical component that enables peaceful, respectful and productive cooperation with representatives of a diversified society from different geographical regions. It is emphasized that, given the challenges of our time (the idea of sustainable development of society, rapid technological change, armed conflicts, racial and ethnic diversity in the country), it is necessary to educate individuals who are not only aware of the growing global interdependence between peoples and nations, but also understand the need for international solidarity and cooperation, and are ready to constructively participate in the dialogue of cultures. The author characterizes the conceptual model of forming global competence in future foreign language teachers, which actualizes creative activity, multicultural orientation, and active civic position of students' personalities. The described content component of the formation of future foreign language teachers' global competence is represented by interrelated and interdependent elements: motivational, characterized by a general orientation, which is embodied in the motivational basis for mastering the skills of global teacher competence; cognitive, which includes a body of knowledge about global education and its role in intercultural communication; activity-transformative, which involves the practical functioning of higher education students in various spheres of life. The described innovative program on English language teaching methods developed by the British Council in cooperation with the Ministry of Education and Science of Ukraine within the framework of the project “New Generation School Teacher” focuses on the formation of students' professional and pedagogical competencies of future teachers, the development of critical thinking, initiative, creativity, independent thinking, and solidarity. The author summarizes that the analysis of domestic and foreign experience makes it possible to comprehensively study the problems of global competence of the future foreign language teacher in the context of a multi-perspective vision of the modern educational space.
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