STRUCTURE AND CONTENT OF METHODOLOGICAL (PEDAGOGICAL) COMPETENCE OF A FOREIGN LANGUAGE TEACHER

The social order of the society leads to the increased training requirements to a teacher of foreign languages (FL-teacher). The objective of the paper is to describe methodological competence in terms of subcompetences constituting it, and also in connection with other professional competences. Analyzing how other researchers characterize the professional competence necessary for a FL-teacher, the author comes to understanding that other research papers contain discrepancy in competence interpretations. Thus, it leads to misunderstanding of the content of individual competences, and therefore to difficulties in constructing accurate and measured sample of vocational training. Based on this fact, the author specifies what is necessary to consider a methodological competence, and how it can be linked to other competences of professional competency as an integrated structure. In the paper the methodological competence is presented as a system, the purpose of which is to develop methodological skills, and its hierarchical control element is motivation. The paper also describes the contents of the methodological competence, i.e., what knowledge and skills should be referred to the designing, organizational, motivation, analytical and adaptive subcompetences, as well as the characteristic features of professional reflection. In conclusion, the work shows the relationship between the methodological competence and socio-psychological, informational, subject and research competences in the holistic characteristics of professional competency of the FL-teacher.