The model of realization of pedagogical conditions of formation of self- regulatory competence of future foreign language teachers

Abstract

Effective formation of the specialist's personality, as practice shows, is possible only with a holistic and systematic organization of the learning process, which is achieved by modeling. The aim of the study is to develop a model of realization of pedagogical conditions of formation of self-regulatory competence of future foreign language teachers in the process of professional training and to analyze blocks of the developed model by means of theoretical analysis and practical state of the researched problem. The basis of empirical research was Poltava V. G. Korolenko National Pedagogical University, H.S. Skovoroda Kharkiv National Pedagogical University, Kharkiv Humanitarian-Pedagogical Academy and Khmelnytskyi National University. The study was conducted in 2019–2022 study years. 261 students of the 4th year of bachelor's educational and professional programs of training future teachers of foreign languages (English, German) took part in the pedagogical experiment. The control group (CG) included 132 students, the experimental group (EG) – 129 students. Research methods: analysis of scientific and methodical literature; pedagogical observation; pedagogical experiment; pedagogical testing; methods of mathematical statistics. According to the results of the study, groups of students with low (13.5%), below-average (32%), average (41%) and above-average (13.5%) levels of self-regulation were identified among students.