Model of Formation Communicative Competence of Future Teachers of Foreign Languages by Means of Information and Communication Technologies

У статті обґрунтовано модель формування комунікативної компетентності майбутніх викладачів іноземних мов засобами інформаційно-комунікаційних технологій. Виділено структурні блоки моделі: цільовий, концептуальний, організаційний, змістовий, методичний і результативний. Описано етапи (змістовий компонент), форми (організаційний компонент), методи (методичний компонент) упровадження означених підходів у процес професійної підготовки майбутніх викладачів іноземних мов. Зазначено, що разом із критеріями, показниками і рівнями сформованості комунікативної компетентності майбутніх викладачів іноземних мов засобами інформаційно-комунікаційних технологій, очікуваний результат (зростання рівня комунікативної компетентності майбутніх викладачів іноземних мов) утворюють результативний компонент моделі.The article substantiates the model of formation of communicative competence of future teachers of foreign languages by means of information and communication technologies. The algorithm of pedagogical modeling is considered, which consists of the following stages: 1) substantiation of theoretical bases of modeling of process of formation of communicative competence in the course of professional training of future teachers; 2) definition of the purpose and tasks of modeling; 3) designing a model for the formation of communicative competence of future teachers of foreign languages by means of information and communication technologies by ensuring the interconnection of selected components; 4) development of tools for determining the validity and reliability of the designed model by creating a system of criteria, indicators and levels of evaluation of the expected result of the formation of communicative competence; 5) study of the effectiveness of the designed model by its introduction into the process of professional training of the experimental group during the pedagogical experiment; 6) quantitative and qualitative analysis of modeling results. The structural blocks of the model are distinguished: target, conceptual, organizational, semantic, methodological and effective. It is established that implementation of the goals and objectives defined in the target component of the model is possible provided that future pedagogical language teachers introduce pedagogical approaches into the educational process: system, competence, linguistic and cultural, activity, resource (information technology), which are the conceptual component of the model. The stages (semantic component), forms (organizational component), methods (methodological component) of introduction of the specified approaches in the process of professional training of future teachers of foreign languages are described. It is noted that together with the criteria, indicators and levels of formation of communicative competence of future foreign language teachers by means of information and communication technologies, the expected result (increasing the level of communicative competence of future foreign language teachers) form an effective component of the model. A number of methods were used in the research process, including: analysis, synthesis, deduction, induction, comparison, monographic, abstraction, modeling