No abstract

Cet article s’intéresse à l’importance des compétences générales. L’analyse et la synthèse des sources scientifiques ont permis de constater que ces compétences générales sont flexibles, souvent non spécifiques, et facilitent la bonne exécution des tâches professionnelles. Le but de l’article est de mettre en lumière le contenu et les conditions du développement de ces compétences générales dans le processus de formation des futurs enseignants du premier degré, en particulier lors de l’étude des méthodes d’enseignement de la langue ukrainienne. Pour atteindre l’objectif de l’article, un ensemble de méthodes de recherche a été utilisé : approche théorique (analyse des connaissances linguistiques, pédagogiques, psychologiques et méthodiques), étude documentaire sur les problèmes rencontrés dans cet enseignement (synthèse, généralisation, comparaison), appui sur les travaux des enseignants des établissements d’enseignement supérieur (fondements conceptuels de la recherche, résultats empiriques reposant sur l’observation et l’analyse de situations et processus pédagogiques, collectifs et individuels), échanges en vue d’identifier les principales contradictions et lacunes dans les contenus, les méthodes pédagogiques à mobiliser pour identifier et résoudre les problèmes de formation aux compétences générales dans le processus d’apprentissage de la langue ukrainienne.

The article deals with the importance of having soft skills nowadays. Through the analysis and synthesis of scientific and methodical sources, it was found that soft skills are flexible, sometimes non-special, acme competencies for the successful performance of professional duties. The purpose of the article is to reveal the content and the conditions for soft skill development in the process of training future primary school teachers, in particular, during the Ukrainian language teaching methods. To reach the purpose of the article, a set of research methods was used: theoretical: analysis of linguistic, educational, psychological, and methodical literature on the problems; synthesis, generalization, comparison; studying the work experience of higher education institutions teachers, defining the conceptual apparatus of research; empirical: observation and analysis of pedagogical phenomena and processes, collective and individual conversations with the aim of identifying the main contradictions and shortcomings in the content, teaching methods to identify the problems of soft skills formation in the process of learning the Ukrainian language teaching methods. Results. It was determined that the term “soft skills” in the context of training a future primary school teacher is considered as a set of personal skills aimed at developing successful, productive learning of primary school pupils, the ability to communicate effectively with direct participants during the educational process (pupils) and indirect participants (colleagues, administration, pupils’ parents). It has been proven that the new communicative environment enables the productive organization of the educational process participants, encourages creativity by means of developing the potential of methodological techniques, and operations in the form of various documents (working materials) aimed at obtaining the information with a powerful didactic resource for studying professional courses. The analysis of the professional standard “Teacher of the primary school of a general secondary education institution”, which was developed on the basis of the working functions of a teacher and involves a review of attitudes towards professional qualities and changes in stereotypes of the professional development, made it possible to identify a number of soft skills that must be formed in accordance with teacher’s working functions. It has been found that soft skills include leadership qualities and the ability to work in a team, the ability to teach and negotiate, set and complete tasks, time management, purposefulness, effective communication skills, presentation skills, stress resistance, creativity and analytical abilities. The attention is focused on the communicative aspect of soft skills. An employee with strong interpersonal communication skills can formulate his needs and expectations from the team and environment and listen carefully to others. She/he should communicate with the participants of the educational process in such a way that everyone has the feeling that he was heard and understood, and even the refusal was done professionally, without leaving a residue of indifference and hostility. The exercises and tasks for forming soft skills during the course of Ukrainian language teaching methods are offered. Conclusions. The necessity of updating the content of educational programs and courses of the specialty 013 “Primary education” to further develop future primary school teachers’ soft skills is proven since their professional and personal success depends on soft skills formation.

The article revealed that electronic educational resources (EER) during the study of lexicology and phraseology provide forming communicative skills, enriching and expressing the vocabulary of education seekers. The purpose of the paper is to analyze the features of using electronic educational resources during the study of lexicology and phraseology by education seekers. In the course of the study, a set of research methods was used, which included theoretical (literature analysis, synthesis, generalization, comparison) and empirical (observation, conversations, etc.) methods. The results. The development of lexicology and phraseology as sections of linguistic science is determined by analyzing and synthesizing scientific and methodological ideas. It has been proven that the purpose of creating electronic educational resources is to ensure the modernization of the educational process. Thanks to the usage of EER, the content of lexical and phraseological material is updated, intensive exchange of information between students takes place. It is substantiated that in connection with the spread of COVID-19 and the introduction of martial law, education process in most educational institutions has moved to a distance learning based on information and communication technologies. Therefore, education seekers are actively involved in information resources, have the opportunity to select the necessary material, participate in virtual discussions, and communicate. It has been found that EER give an opportunity to provide education seekers with the necessary information, increase the level and quality of educational services. The increase in the amount of information, the global processes of humanization, globalization, and integration objectively determine the modernization of the content of educational programs, and the renewal of forms, methods and means of learning during the study of vocabulary and phraseology. Conclusions. It has been proven that there is a need to update the content of curricula and the content of courses in order to further develop communicative competence since the future personal success of students in adult life depends on the formation of skills to express themselves correctly, and clearly.