Keyword: «competitive activity»

The paper presents an analysis of competitive activity in the perspective of a competence-oriented approach, which allows not only foregrounding interdisciplinary communication, but also contributes to the formation of a special motivation to further mastering the basics of professional activity in a higher educational institution. The relevance of the study is due to the lack of theoretical works on the issue of the application of competitive activity in the formation of professional competences in higher education. The study notes that a professional competition involving the pragmatic and cognitive components of education can serve as a starting mechanism in stimulating interest in further profession mastering. The aim of the study is to evaluate the degree of effectiveness of professionally-oriented competitive activity in the formation of competences for students majoring in translation and translation studies. The main research methods include theoretical analysis and synthesis of methodological and pedagogical literature, the study of foreign and domestic experience in training specialists, empirical methods – observation, pedagogical experiment, diagnostics, which confirmed the viability of the initial hypothesis and the effectiveness of the developed system of competitive tasks; auxiliary research methods – analysis of university documentation and methods of statistical processing of empirical data made it possible to evaluate the results of the experiment, to give a theoretical justification for the practical results obtained. Terminological analysis showed that at the moment such concepts as “competitive activity” and “competition” are practically not represented in the pedagogical-reference literature. The authors conclude that competitive activity, which is interpreted, above all, as an effective form of game training, is a productive and effective means of teaching students. It is noted that a higher school teacher faces a number of difficulties in implementing the above approach in the framework of classroom activity. On the basis of a retrospective analysis of the experiments of translation competitions, it is indicated that such a competitive extracurricular event allows us to set a new vector in the development of general and professional competences among students of translation specialty. Theoretical substantiation of the effectiveness of competitive activity as an auxiliary tool in the training of specialists in the field of translation can make a certain contribution to the development of the theory of vocational education. The practical significance of the study lies in the opportunity to apply the methodology of the competition, presented as a set of individual tasks.

The relevance of this study stems from society's strategic demand for talent development and the growing role of competitive activities (listed Olympiads, championships, and competitions) as a tool for identifying and developing students' abilities. The key factor for success in this context is the readiness of mentor teachers to systematically support students at all stages of competitive testing. However, by analyzing the theory and practice of the topic, we can identify a contradiction: on the one hand, there is a demand for highly qualified mentor teachers, and on the other hand there is a lack of works and methodological recommendations, including those utilizing modern technologies, necessary for their training. The aim of the study is to determine the technological framework for developing mentor teachers' readiness to support students in competitive activities. The methodological framework consists of systemic, competency-based, and activity-based approaches. The leading methods were theoretical analysis, synthesis, and systematization of scientific literature presented in peer-reviewed publications, ensuring a representative source base. Based on a synthesis of approaches, a framework for mentor teacher readiness for competitive support was specified, including motivational, cognitive, activity-based, and reflective components. A systematized technological toolkit was developed to enable targeted development of each of these components. Based on the data obtained, prospects for designing comprehensive support for developing mentor teacher readiness for competitive support were substantiated: an online course, practice-oriented case studies, a criteria-based diagnostic toolkit, and methodological recommendations. The theoretical significance of the study lies in deepening scientific knowledge on the integration of modern technologies into the development of mentoring competences in teachers, as applied to the specifics of competitive activities and preparing students for them. The practical significance lies in the fact that scientifically-based technological solutions and a framework for readiness can be used to create training modules for mentor teachers focused on preparing them to support students in listed Olympiads and competitions.