FORMATION OF PROFESSIONAL AND COMMUNICATIVE COMPETENCIES OF FUTURE TEACHERS IN THE MODERN EDUCATIONAL ENVIRONMENT OF THE UNIVERSITY

• Olexandr Bondarev

  PhD Student in Speciality 011 Educational, Pedagogical Sciences, RivneState University for the Humanities

  https://orcid.org/0009-0008-9127-8353

• Oleksii Kuznetsov

  PhD Student in Speciality 011 Educational, Pedagogical Sciences, RivneState University for the Humanities

  https://orcid.org/0009-0002-7884-1136

The article substantiates that the professional training of a future teacher requires a reorientation from a reproductive model of learning to an interactive, activity-based and communicatively oriented one, which meets the requirements of the digital transformation of education. The methodological basis of the research is the competency-based, activity-based, communicative, personally oriented and environmental approaches, which together ensure the integrity and effectiveness of the teacher's professional development.

Professional competence was considered as an integrative characteristic of a teacher's personality, combining cognitive, activity, value-motivational, and reflective components and determining readiness for the effective performance of professional functions. Communicative competence was interpreted as the ability for constructive interaction, reasoned dialogue, pedagogical partnership, and the development of education seekers in the digital educational space.

A system of organizational forms that contribute to the formation of professional and communicative competencies has been revealed: lecture-practical classes with elements of the case method, trainings, interdisciplinary modules, pedagogical practice, tutoring sessions, and facilitation meetings. The effectiveness of using interactive, project-based, communicative-reflective and digital teaching methods has been proven, which ensure the formation of analytical thinking skills, communicative culture, critical analysis, empathy and cooperation among future teachers. Special attention was paid to the adaptation of forms and methods to the specifics of professional disciplines, in particular, the training of future mathematics teachers and economics teachers. It is emphasized that the university’s digital educational environment creates conditions for interpersonal interaction, the development of digital literacy, and professional mobility.

It has been proven that the formation of professional and communicative competencies of future teachers should be carried out in conditions of integration of traditional and digital technologies, innovative teaching methods, reflection and partnership pedagogy.

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