ПРОФЕСІЙНА КОМПЕТЕНТНІСТЬ УЧИТЕЛЯ ІНОЗЕМНОЇ МОВИ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

The article raises the problem of determining the role of dialogical speech of younger schoolchildren in the process of forming their foreign language competence. To this end, the essence and features of dialogical speech of primary school students are clarified, which is characterized as the result of active speech interaction, which involves the use of communication skills to exchange information and form communicative relationships. Saturation with facial expressions, gestures, intonations, emotional reactions; the predominance of simple speech constructions and the active formation of the ability to create new ones; motivation of dialogical speech are highlighted among the features of dialogical speech of younger schoolchildren. Foreign language competence of a younger schoolchild is considered in the study as a synthesis of theoretical and practical components (knowledge, skills, abilities) necessary for effective speech interaction in order to understand and implement foreign speech. The components of foreign language competence of younger schoolchildren are: knowledge, techniques, skills of foreign language communication, as well as communicative abilities. The formation of foreign language competence of younger schoolchildren by means of dialogical speech provides a communicative approach to learning a foreign language, which is currently leading in the new Ukrainian school. It has been proven that dialogical speech is an important factor in the formation of foreign language competence of younger schoolchildren, as it provides practical orientation, motivation, and ease in the process of learning a foreign language. It has been found that the main factors influencing dialogical speech on the formation of foreign language competence of younger schoolchildren are: expansion of vocabulary, literacy and ethics of communication; development of non-verbal communication skills; development of the ability to effectively interact with native speakers; improvement of the ability to reflect and empathize

The article is aimed at analyzing the use of ChatGPT in foreign language teacher education and its potential for advancing educational development at the university level. This article explores the transformative potential of Artificial Intelligence (in particular, ChatGPT) in foreign language teacher education by analyzing its impact on student learning outcomes. Through a comprehensive literature review, the article synthesizes current findings on the integration of ChatGPT in educational settings, examining both the benefits and challenges it presents. The study explores into ChatGPT’s role in personalizing studying experiences, enhancing student engagement, and improving academic performance. The authors demonstrate the potential of ChatGPT in teaching disciplines related to studying foreign languages and the methodology of teaching foreign languages. The article emphasizes the importance of formulating clear and precise prompts as well as providing feedback for ChatGPT. The authors also suggest tasks with the use of ChatGPT that are appropriate for the professional training of future foreign language teachers (in particular, teachers of English in primary school). The article provides the examples of using the tasks mentioned above in the process of training students of specialty 013 "Primary education" (the educational and professional programs "Primary Education" and "Primary Education and English Language"). The authors illustrate ChatGPT prompts and its responses during practical classes of the courses "English for Professional Purposes", "Innovative Technologies of Teaching English" and "Methodology of Teaching English in Primary School". This research also suggests avenues for future inquiry, contributing to a deeper understanding of how ChatGPT can be effectively and responsibly integrated into foreign language teacher education, in particular, into training future teachers of English in primary school, to optimize students’ success.

The article deals with the issues of creativity and its connection with professional pedagogical activity in the process of personal development of a future foreign language teacher describing the semantic meaning of the concept of “creativity”, “pedagogical creativity”. It is noted that the Russian-Ukrainian war, modern integration processes, Ukraine’s accession to the European Education Area, and international information exchange in various fields of knowledge have a significant impact on raising the status of a foreign language as an important means of communication. The social order to train a creative specialist – a foreign language teacher who is constantly searching for effective and rational teaching methods, a highly qualified specialist who is well trained in scientific and methodological terms, defines one of the main tasks of the higher pedagogical school.It is emphasized teacher’s knowledge, skills, and abilities will not become the property of students if he or she does not have a theory of foreign language teaching based on the achievements of science. For foreign language teaching in general secondary education institutions to be effective and meet modern requirements, a future teacher must master the theoretical course “Methods of teaching English in the Institution of General Secondary Education”, which should occupy one of the leading places in the system of professional training.The author characterizes the theoretical provisions on the essence and content of the concept of “person-oriented approach”, analyzes the need to find ways to intensify the use of interactive foreign language teaching technologies that actualize the creative activity, multicultural orientation, active life and professional position of future foreign language teachers. The article emphasizes the main components of the theory and methods of modern English language teaching in general secondary education institutions in the context of a personality-oriented approach.

The article deals with the issues of organization of profile education in the system of general secondary education in the conditions of introduction of NUSH. The strategic tasks of reforming the level of general secondary education in accordance with the ideas of NUSH are highlighted. The essence of the concept “profile education” in accordance with the definition of the National Doctrine of Development of Education in Ukraine for 2012 – 2021 is revealed. The article presents the principles on which the profile training (social equilibrium, continuity and continuity, flexibility, variability, diagnostic and prognostic realization, differentiation, individualization) is based. The list of general secondary education institutions providing vocational training is given and the key aspects of their activity are described. The main components of the formula of the New Ukrainian School are distinguished. The emphasis is not only on the profile content of education, but also on the structural separation of the third degree of general secondary education from the school. Types of profiling of the content of education in general secondary education institutions are revealed. The curricula of modern institutions of general secondary education of Ukraine, which consist of three blocks, are analyzed, namely: general education, profile training, professional practical training. The content of invariant (basic) and variational components of education, which are determined by the central bodies of state administration of education, is characterized. The information on the percentage distribution of basic and variational components of general secondary education is presented. Examples of academic load on a student by academic and professional profiles of training are given. The cycles of study of the new profile high school are outlined According to the Concept of the New Ukrainian School (2016).

The article considers the specifics of linguistic-and-methodological competence formation in the developed countries of the world in the context of profile-specialized disciplines. It has been analyzed the content-specific features of program-oriented disciplines, which is the basis of different models of training of future teachers of foreign languages in the developed countries, The peculiarities of the process of training of future teachers of foreign languages, taking into account the specifics of disciplines, practices/internships, forms and methods of work with the future teachers of foreign languages in the process of their professional training have also been considered. The experience of using B. Bloom's taxonomy and the technology of developing critical thinking has been investigated. It has been established that those techniques allow to turn theoretical knowledge into a steady internal education, becoming a unique personalized part of the future teacher of foreign languages. It has been determined that the combination of scientific, linguistic and methodological components into a single educational unit in the process of training of future teachers of foreign languages has proved to be effective to integrate academic disciplines and assistant practice of future foreign language teachers during their professional training. As a result of the study, it has been established that in the developed countries of the world the selection of forms, methods and techniques of training of future teachers of foreign languages is based on a student-centered approach aimed at taking into account the specifics of professional activity at each stage of training of future teachers of foreign languages.

Nowadays the Ukrainian society demands that a specialist of the New Ukrainian School should be prepared to perform their professional functions effectively and fully participate in all spheres of life. This article highlights the topical issues of organizing the educational process in higher educational establishments in Ukraine, namely the formation of general and professional competencies of primary school teachers in accordance with regulations: the law of Ukraine "On Education", professional standard for professions "Primary school teacher in the establishment of general secondary education", "Primary education teacher (with a diploma of junior specialist)". This article presents the analysis of the implementation the project-based technology in the educational process of Pedagogical College as an effective means of students’ personal and social development during the classes from different disciplines, students’ self-work as well as during the aprobation and undergraduate practice. The paper provides an overview of the implementation of project-based technology in the process of blended learning a foreign language to achieve the main goals of language learning by future teachers, which involves effective communication in oral and written forms, language use as a means of intercultural communication, the ability to use language as a tool in the cultural dialogue in the modern world. The authors substantiate the didactic potential of interactive teaching methods, in particular the project-based technology, as a component of the system of the formation of the communicative competence in the process of learning English. The analysis and the generalization of the foreign language instructors experience in Lutsk Pedagogical College are done taking as an example the process of organizing the educational process implementing interdisciplinary practiceoriented long-term project "Lina Kostenko. The poetess above an epoch", which involved the students from the Primary Education department with the additional qualification “English language teacher in primary school”. The effectiveness of the project-based technology in the system of formation the general and professional competencies of students of higher educational institutions of Ukraine, as well as communicative competence in particular is proved in this article.

Introduction. Well-developed professional and creative thinking increases future specialists’ competitiveness and ensures their professional success. Thus, developing professional and creative thinking in future foreign language teachers is important for their professional development. The novelty of the research lies in studying characteristics of professional and creative thinking related to the specifity of a foreign language specialist’s professional activity as follows: associativity, anticipation, divergence, flexibility, criticism, and constructiveness.
 Methods. The pedagogical experiment involved 22 master students of the Institute of History, Philology and Media of Kabardino-Balkarian State University. The analysis of foreign and domestic works made it possible to choose theoretical appraches to developing professional and creative thinking in future English teachers and develop the author’s program. The idea of gamification of the educational process was underlying for this program. This required the following innovative training methods and techniques: (a) the REAL techniques (N. V. Maslov); (b) case method (situation–sample, situation–problem, and situation–exercise); (c) game technology; (d) reverse brainstorming (RB); (e) association method; and (f) dialogue with a destructive related assessment.
 Results. The study results indicated a positive dynamics for all the characteristics of professional and creative thinking. The students had significantly higher levels of associativity, anticipation, divergence, flexibility, criticism, constructiveness. However, this process was incomplete and required the constant development of these characteristics of thinking.
 Discussion. The development of professional and creative thinking is the main condition for a foreign language specialist’s professional development, which provides him/her with competitive advantages and great demand in the modern labor market. In conclusion: there is a need for purposeful work on the development of professional and creative thinking in future foreign language teachers.
 Highlights
 
 Professional and creative thinking is the main condition for future foreign language teachers’ professional training, which provides him/her with competitive advantages and great demand in the modern labor market.
 The levels of associativity, anticipation, divergence, flexibility, criticism, constructiveness determine the effectiveness of professional and creative thinking.
 Fulfilling the principles of gamification in the educational process can help increase students’ interest and motivation towards professional activities.
 Implementing innovative teaching methods in the educational process provides the development of professional and creative thinking in future foreign language teachers.

The article substantiates that large-scale implementation of information technologies will facilitate methodological support of future foreign language teachers’ linguistic self-education. The main functions and advantages of the author’s multimedia training package “English for Self-Education”, designed to support future foreign language teachers’ linguistic self-educational activities, are characterized. It is defined that the package is an open-ended multipurpose programmatic learning system, containing didactic, methodological, informational and reference materials. The package is based on general pedagogical, ergonomic and specific principles of informatization of education. It has a dual structure, which includes two levels. The first level contains 1) lexical-informational component that provides working with lexical and theoretical material, 2) training element, which enables practicing knowledge and skills, as well as mastering methods and means of autonomous managing, regulating and correcting the process of linguistic self-education, 3) control aspect, which allows realizing independent monitoring and evaluating the degree and quality of acquired knowledge and skills. The second level considerably extends didactic possibilities and educational resources of the package. It covers a wide range of extra learning materials of theoretical and practical nature that are available both in the package itself and beyond its limits through providing the access to the “virtual reality” within external resources of global network. All the above not only makes for activating students’ cognitive activity but also significantly enriches their language and sociocultural practice. The package enables comprehensive independent study of a foreign language, exercising self-diagnostics in order to detect gaps in the student’s foreign-language competence, performing intensive linguistic self-educational activities, constant monitoring the level of autonomously mastered foreign-language material, carrying out search for information, etc. Thus, the package provides optimal conditions for future foreign language teachers’ linguistic self-educational activities. Students have an opportunity to actualize the adaptive algorithm of building the individual trajectory of linguistic self-education in accordance with their psychological features and personal educational needs. It is shown that working with the package results in students’ receiving an external and internal educational products, namely improving foreign-language knowledge and skills, along with gaining personal experience of linguistic self-educational activities. It is grounded by the example of the proposed package that comprehensive use of IT significantly optimizes the process of linguistic self-education.

The paper considers the problem of forming the semantic reading strategies at students - future teachers as that being the universal educational actions [hereinafter - UEA], which they should master in the university in order to be able to use them in teaching schoolchildren. These requirements are set forth in the Federal State Educational Standards for Higher Education [hereinafter referred to as the Standard] and in the Standards for Primary General, Basic General, Secondary General Education [hereinafter referred to as the Standards for General Education], which defines the lines of their continuity. Relevance of the problem is the need to develop of semantic reading strategies for the students - future teachers - to work with students in accordance with the requirements of General education Standards, on the one hand. On the other hand, first-year students who are starting to study pedagogy, did not study at school according to the new Standards and do not know the strategies of semantic reading. Modern children have changed a lot over the past decades (they have a new "system-semantic type of consciousness"), and in a different way than adults perceive, process and assimilate information, which requires the development of new approaches and technologies for their education and upbringing. Purpose of the paper is to reveal the essence and specifics of innovative quantum technologies aimed at forming semantic reading strategies at students – future teachers as universal educational actions, which will ensure the continuity of educational programs of general education and pedagogical education. The methodological basis of the problem under study is the psycholinguistics of child development (within the framework of the A.A. Leontyev’s scientific school), which studies the issues of the interconnected development of personality and consciousness of up-to-date children in the process of mastering speech activity in the context of multilingual education (in their native, non-native, foreign language, “subject language”). In the course of the study, the following methods were used: comparative analysis of scientific papers, questionnaires, training experiment, Quantum express method, analysis and evaluation of students' activity products. The results of the study confirmed the hypothesis and proved the effectiveness of Quantum technologies for forming semantic reading strategies based on the Quantum express method. In the course of studying the discipline "Pedagogy", students mastered the strategies of semantic reading, everyone was able to prepare a "student's Pedagogical Navigator" as a product of project research activities.

The purpose of the article is to examine the methodological features of forming digital competence among general secondary education ‎teachers through the activities of educational hubs and to reveal the potential for using digital services in teacher training. This study ‎addresses one of the most important issues in the modern educational process – the formation of digital competence among educators, which ‎is viewed as a key condition for the New Ukrainian School concept and an essential skill for life in contemporary society. An analysis of ‎scientific approaches to the interpretation of "digital competence" term is conductedю Researchers consider a teacher's digital competence ‎not only as a set of knowledge, skills, and abilities necessary for the effective use of information and communication technologies (ICT) in ‎the educational process; it also encompasses the ability to integrate digital tools into the educational process, create interactive content, ‎organize distance learning, and ensure safety in the digital environment. The results of a study of digital competence level among future ‎general secondary education (GSE) teachers are described. The study was conducted at Nizhyn State University named after Mykola Hohol. ‎The sample consisted of 110 students from the 1st to 4th years in the field of Education/Pedagogy. The study results confirmed the ‎necessity and interest of students in enhancing their digital competence, leading to the establishment of an educational hub for future teachers. ‎Scientific approaches are summarized, and a unique definition of the term "educational hub" is formulated, which is viewed as a center that ‎unites various educational initiatives with a focus on innovation and modern teaching approaches. The main idea of such a hub is to create ‎an environment where students, educators, and teachers can collaborate, share knowledge, and generate new ideas. The contributions of ‎faculty within the Department of Pedagogy, Primary Education, Psychology, and Management, along with higher education students, in the ‎activities of various educational hubs are described, highlighting lesson developments and author projects using different electronic ‎educational resources. The results of a training program within the educational hub focused on forming digital competencies for future ‎teachers are outlined, demonstrating its effectiveness. The program content included acquiring new knowledge and skills, mastering various ‎digital technologies, the ability to search for, analyze, and critically evaluate information from diverse sources, and skills in creating games, ‎presentations, interactive exercises, and mind maps. It also includes creating engaging content; developing critical thinking abilities and ‎problem-solving skills through digital technologies, and selecting appropriate digital tools to achieve educational goals, as well as ‎developing interactive tasks and projects‎.

One of the most important purposes of Higher Education is to train highly competent specialists, to provide high quality education as a result of mastering educational programs in accord with the requirements of Federal State Educational Standard (FSES) of Higher Education. This purpose is the key point in the work of any Institution of Higher Education. Modern competences paradigm of Higher Education (bachelor’s degree) is directed to form the following types of competences: general cultural competences (gcc), general professional competences (gpc) and professional competences (pc) which are presented in the working programs of the faculties or departments the subjects are taught by. In the set of compulsory subjects there is Working (teaching) practice of Bachelor’s degree Linguists which is held in secondary general education schools. This kind of practical education is considered by teachers, psychologists and scientists-methodologists as one of the most significant stages in training teachers which leads to improving professional competences of students-linguists - future foreign language teachers. In this article we pay attention to investigation of professional competencies of linguists – future foreign language teachers. It is in the course of teaching practice that future specialists have opportunities to demonstrate knowledge, skills and abilities, to implements and improve their professional competences.

This article is devoted to the elucidation of the essence and results of a pedagogical experiment focused on the formation of future foreign language teachers’ awareness for monitoring activity. The pedagogical conditions which are believed to enhance the effectiveness of the process in question, - have been revealed therein. Among the said conditions, the following ones have been determined as leading: the intensification of the role of the pedagogical monitoring and organization of relevant pedagogical educational researchbased activities within the framework of pedagogical disciplines studied; the support of professional development of a teacher as the participant, organizer and facilitator of quality foreign language education and multi-cultural upbringing. Based on of the above-mentioned pedagogical conditions a conceptual model named “Formation of Future Foreign Language Teachers’ Awareness for Monitoring Activity in the Process of Their Professional Training” has been elaborated. The said model functions as a unity of the following components: motivational, didactic-strategic, organizational, content-technological, evaluative. The results of this model’s approbation in the process of the pedagogical experiment carried out have proved its high effectiveness. Furthermore, we have been able of revealing the essence of future foreign language teachers' awareness for monitoring activity being an important professional new development of their personality as consciously acting organizers, dispatchers and facilitators of quality foreign language teaching, deemed important for the future teachers' capability to plan, implement, correct and assess the results achieved during relevant educational tests carried out.

The relevance of this article stems from the lack of research in communicative strategies of interaction with preschoolers. At the same time, the federal state educational standard of preschool education implies the need for interaction aimed at the development of the child's personality between children and adults, including teachers. In addition, there is currently an increased demand for teaching foreign languages at preschool age, but specialised training for this is not conducted in most universities. The purpose of the article is to consider in detail the features of interaction in the process of teaching a foreign language to preschool children and use them to identify the knowledge and skills necessary to work with this age group. As a result of the research literature analysis, the features of interaction with preschool students in a foreign language classroom were established, allowing for the proposal of a taxonomy of strategies, knowledge, and skills necessary for teaching a foreign language to preschoolers. An experimental use of the methodology of their development was carried out in two groups of students at the Faculty of Foreign Languages and Regional Studies of Lomonosov Moscow State University by means of a workshop. The results of the study demonstrate that, while the workshop had a positive effect on the future foreign language teachers’ skills of interaction with preschoolers in the classroom, one class was not enough to develop the necessary strategies, knowledge, and skills.

The article deals with the analysis of the peculiarities of training future foreign language teachers, English and German in particular, in pedagogical institutions of higher education on the basis of an acmeological approach. In the context of the study of the problem raised, the peculiarities of the subjects of the educational process are identified from psychological and pedagogical points of view. Professionally significant qualities of future teachers of foreign languages are summarized and systematized. They are subject-practical, psychological and pedagogical. Keywords: future teachers training; professionally significant qualities; professionogram; acmeological approach; future English and German language teachers; pedagogical institutions of higher education; European integration of specialists; innovations in education.

The article examines the degree of acmeological competence formation among the future foreign languages teachers, since, according to scientists’ research in this field, acmeological competence plays an important role in the formation of a future teacher’s personal and professional attributes, as well as in his selfdevelopment throughout his career. The need for the trilingual education policy, where such personal qualities as self-development, self-realization, and self-improvement important for implementation, has been revealed as well. Such concept definition as «acmeological competence» has been defined, and the level of future teachers’ knowledge concerning this concept has been studied. The study resulted in the following conclusions: most of the future teachers are able to independently solve problems related to their professional activity, which can have a positive effect on their competencies; future foreign languages teachers attach particular importance to the transmission of knowledge, skills, as well as modern teaching methods, whereas the knowledge concerning the personal and professional advancement and motivation for self-development are relegated to the background; the majority of future teachers have no idea of the acmeological competence essence and make no effort on bringing out the best in themselves. Thus, the conclusion says that the future foreign languages teachers are not sufficiently informed about the «acmelogical competence» concept and the importance of its study. Hence, the degree of acmeological competence formation among future foreign languages teachers leaves much to be desired.