THE STRUCTURE OF PROFESSIONAL COMPETENCES OF A FUTURE FOREIGN LANGUAGE TEACHER IN CONDITIONS OF DISTANCE EDUCATION

Abstract

During the COVID-19 pandemic, with the transition to distance learning, there is a need to train specialists who not only acquire foreign language communicative competence, but also have the skills and abilities to work with digital technologies in the online space. It is especially important in the current conditions to train future teachers who can communicate with colleagues, pupils and parents, conduct classes, give feedback using digital tools, applications and platforms in online format, who have the skills and abilities to search for digital information on the Internet. It is also important for universities to develop the skills and readiness of future teachers to plan, develop and conduct teaching not only offline, but also online. In this regard, the authors of this article considered the problem of the formation of professional competencies of a future foreign language teacher in the context of distance education, which is especially relevant during social transformations and reforms. Studying the structure of professional competencies of a future foreign language teacher in the aspect of distance education, the paper describes various approaches to the classification of professional competencies, such as: communicative, methodological, pedagogical, language (linguistic), social, organizational, reflective, psychological and pedagogical, socio- psychological, cognitive, intercultural, personal, linguo-socio-cultural, grammatical, strategic, discursive, socio-cultural, socio-linguistic, special, linguo-multimedia, digital, ICT competence. Based on these classifications, the following competencies of the future foreign language teacher have been identified, based on the goals and objectives of distance education: linguistic competencies, foreign language communicative competencies, psychological and pedagogical compete

During the COVID-19 pandemic, with the transition to distance learning, there is a need to train specialists who not only acquire foreign language communicative competence, but also have the skills and abilities to work with digital technologies in the online space. It is especially important in the current conditions to train future teachers who can communicate with colleagues, pupils and parents, conduct classes, give feedback using digital tools, applications and platforms in online format, who have the skills and abilities to search for digital information on the Internet. It is also important for universities to develop the skills and readiness of future teachers to plan, develop and conduct teaching not only offline, but also online. In this regard, the authors of this article considered the problem of the formation of professional competencies of a future foreign language teacher in the context of distance education, which is especially relevant during social transformations and reforms. Studying the structure of professional competencies of a future foreign language teacher in the aspect of distance education, the paper describes various approaches to the classification of professional competencies, such as: communicative, methodological, pedagogical, language (linguistic), social, organizational, reflective, psychological and pedagogical, socio- psychological, cognitive, intercultural, personal, linguo-socio-cultural, grammatical, strategic, discursive, socio-cultural, socio-linguistic, special, linguo-multimedia, digital, ICT competence. Based on these classifications, the following competencies of the future foreign language teacher have been identified, based on the goals and objectives of distance education: linguistic competencies, foreign language communicative competencies, psychological and pedagogical competencies, methodological competencies and digital (information and communication technologies) competencies.

ncies, methodological competencies and digital (information and communication technologies) competencies.