THE CONCEPT OF FORMING EVALUATION AND ANALYTICAL COMPETENCE OF FUTURE TEACHERS OF FOREIGN LANGUAGES
Authors:   National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Maiier Nataliia V. 
Published: December 2024

Control is a component of the system of teaching foreign languages and cultures. The effectiveness
of its organization and conduct by the teacher provides quality feedback and significantly affects the results
of students’ acquisition of foreign language communicative competence. Control is always related to
evaluation. This necessitates the formation of evaluative and analytical competence of the future teacher
of foreign languages in the process of professional and methodological training in a higher education
institution. Given the peculiarities of teaching foreign languages, the evaluative and analytical competence
of a foreign language teacher has its own specificity. At the same time, the analysis of the latest researches
and publications makes it possible to ascertain the absence of a scientifically based concept of the formation
of evaluative and analytical competence of future teachers of foreign languages in the process of their
professional and methodological training in a higher education institution. Such a concept should become
the basis for the development of teaching methods in accordance with the conditions of the organization
of the educational process in a higher education institution according to a specific educational program
and within the limits of mandatory and/or optional components of the professional and methodological
training of future teachers of foreign languages. With this study, we aim to develop the concept of the
formation of evaluative and analytical competence of future foreign teachers as a scientifically based
system of approaches, content of training, methods and means of training, which in their relationship
reflect the leading idea and strategy of organizing the educational process to achieve the planned result. To
achieve the formulated goal, the following research methods were used: analysis of scientific sources, valid
documents to clarify the state of development of the problem of formation of evaluative and analytical
competence among future teachers of foreign languages; synthesis, generalization, deduction to determine
the main provisions of the concept. Evaluative and analytical competence of a teacher of foreign languages,
as a complex and dynamic interaction of special methodological knowledge and methodological skills, is
considered in the unity of both components – evaluative and analytical competence. Modern approaches
to education form the theoretical basis of the proposed concept. The competence approach is aimed
at the formation of target competence and requires a minimally sufficient selection of training content. The technological approach involves the use of learning technologies and technologies for learning. The
reflective approach is implemented for self-control, self-analysis, self-evaluation by the student of the
process and the result of mastering one’s own evaluation and analytical competence. The formation of
evaluative and analytical competence is a joint activity of the teacher and students of higher education –
future teachers of foreign languages, therefore the personal-activity approach is applied in the unity of
personal and activity components from the positions of the student and the teacher. The content of training
for the formation of evaluative and analytical competence is disclosed in subject and activity aspects: the
subject aspect consists of topics and typical professional and methodological situations of foreign language
teachers in the process of design, implementation and organization of control and evaluation of student
learning results, and the activity aspect reflects methodological knowledge, methodological skills as
components of target competence. Tasks for mastering methodological knowledge, four groups of tasks for
the formation and development of methodological skills are the means of learning. Tasks for the formation
and development of methodological skills of future teachers of foreign languages are often multifunctional;
this means that in the process of performing the task, the methodological skill / methodological skills are in
a different stage of formation. The results of tasks for mastering knowledge are evaluated according to the
“correct answer” criterion. Criteria for evaluating the results of tasks for the formation and development
of methodological skills are defined depending on the type of task. Methodological reflection is important
for a future teacher of foreign languages. The main means of methodological reflection of future teachers
of foreign languages in the process of formation and development of evaluative and analytical competence
is defined as an electronic methodological portfolio, the content of its sections is proposed. The scientific
substantiation of the concepts of the formation of other competencies of the modern foreign language
teacher can provide a perspective for further research.