COMPETENCE OF FUTURE ENGLISH LANGUAGE TEACHERS IN OVERCOMING EMOTIONAL-VOLITIONAL BARRIERS IN PARTNERSHIP INTERACTION: ESSENCE AND STRUCTURE

Aim. The study aims to investigate the competence of future English language teacher in overcoming emotional-volitional barriers in partnership interaction, to identify the interrelationships between its structural components, and to delineate the role of this competence in professional teacher training. Methods. To investigate the degree of development of this issue, the study employs theoretical analysis of scientific, psychological-pedagogical, and methodological literature, as well as normative-legal documents. To clarify the content of the studied concepts, generalization and systematization methods are applied. For summarizing the theoretical foundations of the issue and formulating conclusions, analysis and synthesis methods are used. Results. The study structures competence into five interrelated components: motivational (defines the need, interest, and value-based attitude toward conscious mastering competence), cognitive (includes knowledge of the nature and typology of emotional-volitional barriers as well as the essence of partnership interaction), activity-practical (provides skills in preventing and overcoming emotional-volitional barriers and creating a barrier-free partnership environment), analytical-reflective (includes skills in observation, communication, evaluation, decision-making, and teamwork), and personal (comprising emotional and volitional stability, barrier resistance, and barrier prevention). Additionally, it is established that ensuring the motivational component is effectively achieved through Keller‘s model. The development of the cognitive component requires the application of constructivist approaches that promote active student engagement, integration of new experiences, and the formation of strategic thinking skills. The study identifies tactics for preventing and overcoming barriers, including predictive-analytical, fostering a favorable partnership environment, developing emotional-volitional resilience, individualization, psychological-pedagogical support, and emotional-volitional regulation. Conclusions. The results confirm the crucial role of competence in overcoming emotional-volitional barriers in partnership interaction to enhance the quality of professional teacher training. Integrating theoretical knowledge, practical skills, and personal qualities through well-defined structural components provides a solid foundation for developing effective pedagogical strategies and fostering a supportive, barrier-free educational environment.