КОМПЕТЕНТНІСТЬ ВЧИТЕЛЯ ІНШОМОВНОЇ ОСВІТИ: ПСИХОЛІНГВІСТИЧНИЙ ТА НЕЙРОПСИХОЛОГІЧНИЙ АСПЕКТИ

The purpose of the study is to identify and analyze some problematic issues of the process of implementing the competency approach in the field of pedagogical education, as well as to outline ways to solve them, which are demonstrated in the context of the formation of teacher's professional competence in the field of foreign language education. In addition to the theoretical analysis of the problem field of the interdisciplinary research, psycholinguistic, psychopedagogical, neuropsychological, psychophysical approaches to the analysis of educational activity have been used, as well as a synergistic approach has been implemented, enabling to present the system of competencies of a modern specialist in a holistic form. It has been found that the process of implementing the competency approach, including in the field of pedagogical education, allows us to talk about the extreme complexity of its use for determining/covering a set of teacher’s professional and personality qualities, when a purely quantitative/linear analysis of these qualities turns out to be unproductive and requires the use of an interdisciplinary-synergetic approach. Analysis of the problem field of the study allows us to conclude that as a property/characteristic of an individual/personality, professional competence exists in 16 main forms/manifestations. Three paradigmatic aspects of professional education are considered: the traditional paradigm of narrow professional education (aimed at the formation of a narrow-profiled specialist), the paradigm of the formation of a holistic harmonious personality (aimed at the formation of a multiprofiled specialist), the paradigm of post-non-classical/continuous education, which seeks to reconcile and combine discrete profile-competence and holistic humanistic-personality educational approaches. The paradigm of post-non-classical education implements the task of forming a multifaceted specialist (who, through continuous education, is able to develop himself/herself in the context of relevant qualities of a narrowly profiled specialist, and integrate these into the qualities of a multiprofiled specialist), when the competences of a specialist should include the entire life spectrum of a person, which begins to form in early childhood. Therefore, the system of competencies of a modern specialist should also include the competencies being formed in childhood. The author's concept of the formation of a synthetic type of knowledge as a nonlinear aspect of the professional competence of a teacher is also outlined.