Keyword: «universal competences»

Modern foreign language education is aimed at training a specialist with a sufficiently high level of proficiency in a foreign language to solve professional tasks, which should be ensured by the use of various traditional and innovative methods and approaches in both classroom and extracurricular work. The teaching and educational opportunities of extracurricular activities considered in the article correspond to the main trends in education and determine its relevance. The purpose of the study is to identify the specifics of extracurricular work in teaching a foreign language at a military aviation University. The works of domestic and foreign scientists on the issue under study served as the methodological basis. The most significant approaches for the study were competence-based, professionally oriented and personal activity-oriented approaches, as well as the idea of the inseparable connection between the learning process and the process of educating the student's personality. The authors propose a scientific justification for organizational approaches to defining goals, choosing forms and methods of extracurricular activities that should stimulate the development of students' universal competences, including communication, intercultural interaction, self-organization and self-development, teamwork and leadership, project design and implementation, as well as contribute to the development of a creative personality and spiritual, moral qualities. Foreign language communicative competence is considered by the authors as one of the most important components of the professional competency among modern aviation specialists. As a result, the main forms of extracurricular work in a non-linguistic university are described, depending on the level of cadets’ language training. A theoretical contemplation of the extracurricular work importance in teaching a foreign language and the practical use of the research results will make it possible to build up communicative competence more effectively. The practical significance of the research was reflected in the development and testing of scenarios for conducting extracurricular activities in a foreign language, publication of joint articles based on completed research, the results of training and participation of cadets in foreign language Olympiads which were organized by the Department of Foreign Languages of the Krasnodar Higher Military Flight School.

In the context of updating educational content and increasing demands on teachers' professional agency, the development of universal competences among beginning educators is becoming particularly relevant. One of the most effective forms of professional support is team-based mentoring, which promotes successful adaptation and professional growth of novice specialists. In this process, monitoring plays a key role, allowing for the identification of professional deficits and the management of educational quality. The aim of this study is to present the results of diagnostics assessing the level of universal competences developed by beginning teachers during an experimental implementation of team mentoring in educational institutions in Omsk. The study involved 144 teachers at the early stages of their professional careers. The methodological foundation of the study is a learner-centered approach, which takes into account the individual characteristics and professional needs of teachers. The key universal competences evaluated included teamwork and leadership, communication skills, self-organization, and professional self-development. The results indicate a positive trend in the development of these competences among participants engaged in the team mentoring model. Empirical data confirm the effectiveness of this model as a tool for supporting and developing teachers at the beginning of their professional career. The theoretical significance of the work lies in clarifying the conceptual framework and confirming the effectiveness of the learner-centered approach in the context of mentoring. The practical value lies in the possibility of adapting the proposed diagnostic tools for assessing and supporting novice teachers in various educational organizations. The research findings can be used by administrators and methodological services in planning mentoring programs and professional development initiatives.