Complex competency-based model of the intending foreign language teacher

Abstract

Introduction. Significant transformation of the requirements for teacher training in the light of the rapid development of technology, economy and society and, as a result, the clarification of the list of competences that need to be formed in a graduate of a pedagogical university, as well as the increase of the role of foreign language learning in the school education, actualize the necessity to revise the constituent elements of the competence model of a future foreign language teacher. The aim of the research is theoretical substantiation of a comprehensive model of practical training of a teacher and identification on this basis of the basic components of the intending foreign language teacher’s professionalism. Materials and methods. The research is based on the content analysis of regulatory documents and international standards in the field of professional competence of teachers, as well as on the theoretical analysis of current scientific publications on the topic of teacher’s competence training in the higher education system and the axiological analysis of the subjective experience of practical training of intending foreign language teachers at Saratov State University (n = 478). Results. The presented complex competence model of the intending foreign language teacher is based on four selected elements of practical training: communicative-language, linguodidactic, quasi-professional methodological and actual practical training of preservice teachers at schools. The universal nature of the developed model is based on the interdependence of its constituent competences and skills, corresponding to both the currently accepted changes in educational and professional standards, and the prospective development of educational programs and projects. This allows it to be used in the development of educational programs and productive curricula for the students with their major in pedagogical education.