Analysis of scientific approaches to the formation of future foreign language teachers' competences

Abstract

The purpose of the article is to analyze scholarly approaches to the issue of developing the competencies of students, and, in particular, future foreign language teachers. The following research objectives were identified: to define the concept of “teacher competence”; to clarify the classical pedagogical approaches to implementing a system for developing competencies, as outlined in the scholarly works of foreign and domestic authors. A review of the literature made it possible to define the basic concept of teacher competence. The article describes five strategies for phased pedagogical reinforcement at the metacognitive, cognitive, and affective levels, as proposed by Van de Paul et al. In addition, it outlines the concept of student learning designed to increase student engagement, as proposed by Lee and Hannafin. The article provides a detailed description of D. Merrill’s didactic model, which is viewed as a tool for implementing systematic, student-centered approaches. It is emphasized that effective learning focuses primarily on solving real-world problems and consists of five sequential stages. Structural-logical diagrams developed by Ukrainian educators were examined as examples of models for the phased development of competencies among future teachers.