Sub-competences of professional competence of the teacher

• 1) The intercultural communicative competence in the area of native and foreign languages which is based on linguistic, speech, sociocultural, discourse, strategic competences;

• 2) Psychological and pedagogical competence including knowledge of basic psychological and pedagogical concepts, age peculiarities of students, formation of the speech, communication, educational process, pedagogical technologies, research skills, pedagogical qualities, such as openness, ability to creative activity, etc.;

• 3) Social competence including readiness to act in communication, to listen the interlocutor, ability to choose the corresponding set of language means according to the status and social role of the addressee, etc.);

• 4) The methodological competence including methodological knowledge, professional and methodological skills (ability to put the final and intermediate goals, to plan, carry out and analyze a lesson, to establish and realize cross-disciplinary connections with subjects of language, psychological and pedagogical, cultural cycles, to provide the necessary level of a professional and methodological reflection on the own experience of teaching foreign languages, to choose optimum forms of work, the tutorial of the control depending on character of a course, features of audience, environment conditions, to adapt training materials, etc.);

• 5) Compensatory competence (ability to predict and overcome communicative, philological, psychological and pedagogical, social, methodological difficulties in case of lack of the required knowledge, skills and abilities);

• 6) The common cultural competence and personal qualities including moral, ethnic, professional

Methodological competence:

— possession of various methods of teaching, knowledge of didactic and methodological principles, ability to apply them in the process of teaching, knowledge of psychological mechanisms of assimilation of students’ knowledge. (N. V. Kuzmina);

— the integrative, multi-level, professionally-significant characteristics of the individuality of the teacher which are expressed by the valuable relation to pedagogical profession, professional knowledge and abilities which are taken in unity (T. V. Syasina);

— the integrated characteristic of professional, personal and moral qualities of the teacher reflecting the system level of functioning of methodological, methodical knowledge, abilities, experience, motivation, readiness for creative self-realization in methodical and pedagogical activity (T. A. Zagrivnaya);

— set of the methodological knowledge, methodological abilities and professionally significant qualities of the personality necessary for high-quality performance of educational and methodical activity (T. S. Mamontova);

— integrated property of the personality, the complex personal resource providing a possibility of effective interaction with the world around in this or that area (R. P. Milrud).

N. V. Solovova allocates such structural components in the structure of methodological competence as:

— valuable and motivational (interest in methodological work, setting and understanding goals of methodological activity, existence of motivation for achievement of goals);

— cognitive (existence of methodological knowledge, skills, abilities, their application in new conditions, ability to solve methodological problems, to assimilate the advanced experience in the sphere of methodology);

— technological;

— reflexive (a methodological reflection, self-criticism, self-control, self-assessment);

— evaluative.