Formation of Soft-competency "Self-organization and Self-development" at the Field-specific Faculty

Introduction. In the educational process at the higher education level, due attention is not given to the diagnostic and formation of soft-competencies of future graduates, much more emphasis is placed on their professional competencies when mastering a specific faculty profile. However, it is soft-competencies, due to their maximum generality, that contribute to successful fulfillment in any professional field. Aim. The article is devoted to the identification and justification of effective methodological techniques that contribute to the formation of soft-competency "Self-organization and self-development" among students at the field-specific faculty, since in today’s dynamic world this soft competency allows students to constantly improve themselves in the professional field and be able and ready for continuous self-education and personal growth throughout their lives. Methodology and research methods. The theoretical and methodological basis of the research is the system, activity-based and person-centered approaches that allowed to study the conditions for the development of students’ self-organization and self-development skills in teaching foreign languages. The methods of observation, description, testing, and statistical data processing made it possible to obtain the necessary quantitative and qualitative data on the level of development of the soft-competencies «Self-organization and self-development» among students at the field-specific faculty. Results and scientific novelty. This article describes some tools for diagnosing self-organization and self-development skills among students of the field-specific faculty, as well as methodological techniques for the formation of soft competency "Self-organization and self-development" in the process of teaching a foreign language based on the empirical data obtained from a study conducted at the field-specific faculty of the pedagogical university.