Keyword: «higher education teacher»

In the context of ongoing educational transformations, the tasks and functions of the teaching staff at higher education organizations are becoming more complex, which entails reformatting the methodological support of the educational process. The implementation of new approaches to the organization of methodological work in higher education is primarily associated with the degree of the methodological competency manifestation in an individual teacher. Therefore, various aspects of the phenomenon of methodological competency of a teacher at a modern university are significant subjects of scientific research. The aim of the article is to theoretically substantiate the concept of «methodological competency of a higher education teacher» in the context of the existing educational environment and its structure. The examination of the teacher’s methodological competency in the higher education system was preceded by a retrospective analysis of doctrinal works of domestic and foreign authors in the field of professional competency of the labor subject, a particular manifestation of which is methodological competency. The main results of the study present a modern view of the concept of «methodological competency of a higher education teacher» from the perspective of a functional approach, taking into account the integral essence of professional competency. A model of the methodological competency structure is also proposed, including gnoseological, praxeological and axiological components and four levels of their development described with the use of universal descriptors. These universal descriptors can be refined based on current requirements for the content of methodological competency, which, in our opinion, should be expressed in the terms of particular methodological competencies or competences. The theoretical significance of the study lies in the fact that the interpretation of the methodological competency of a university teacher in relation to the today realities serves as the basis for solutions to the problem of identifying or updating the organizational-pedagogical and psychological-pedagogical conditions of its formation. The study is also significant from a practical point of view, since the developed model of the methodological competency structure can be used by educational organizations of additional professional education system for the formation of programs aimed at improving methodological activity, as well as for intra-university monitoring of its effectiveness.

The article is devoted to the study of the role of practical training in the formation of professional competencies of future foreign language teachers. In the context of the modern educational process, where the emphasis is on active teaching methods and the integration of theoretical knowledge with practical skills, practical training becomes a key element in the preparation of teachers. The authors examine the main aspects influencing the development of pedagogical competencies, such as methodological approaches, the use of modern educational technologies and interaction with students. They also analyze the results of practical training, including the impact on professional confidence and readiness for teaching. The findings highlight the need for a systematic approach to organizing practical training, which contributes to more effective development of competencies and improving the quality of foreign language teaching.