FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE ENGLISH LANGUAGE TEACHERS THROUGH MINDFULNESS TECHNOLOGIES

The article examines and empirically tests a new approach to the development of methodological competence in future English teachers through mindfulness practice. The relevance of the topic is due to the need to train teachers who are able not effectively teach the subject, but also to maintain high concentration, emotional stability and flexibility in a dynamic educational environment. The meaning of the concept of “methodological competence of a foreign language teacher” has been clarified , which is supplemented with reflective and regulatory components based on the principles of awareness. The author proves that the practice of mindfulness is not just a tool for psychological unloading, but also the teacher’s ability to fully focus on the educational process and instantly adapt methodological techniques to current student needs. A methodological model that integrates mindfulness exercises (conscious breathing, observation of thoughts, non-evaluative perception) directly into the process of mastering linguistics is described. Teaching according to this model allows students to reduce the level of “language and methodical stress”, improve the quality of the lesson planning and develop empathic communication in the classroom. Future teachers learn to work with the barriers of students, overcome their own insecurity and create a favorable psychological climate for learning English. The content of the training is implemented through the integration of thematic modules, where the methodological techniques of teaching English are combined with the techniques of awareness. The separation of visual, auditory, and verbal incentives made it possible to implement a multimodal approach to teaching English, which is critically important for effective communication. It has been proven that within the framework of mindfulness practice, work with these groups of incentives becomes particular importance, because they are not only a technical means of learning, but also a methodical tool for building conscious communication, where the teacher harmoniously manages the attention and perception of students. The results of the researching showed positive dynamics in all components of methodological competence, in a particular cognitive, activity and personal.