BUILDING THE SELF-REGULATORY COMPETENCE OF FUTURE FOREIGN LANGUAGES TEACHERS THROUGH THE PROFESSIONAL TRAINING

Introduction. Today, higher pedagogical education is in a state of organizational and substantive reform. The current conditions of social development require active implementation of innovative learning technologies, and rethinking of established stereotypes regarding reception, means and methods in the field of education. In today's demanding and rapidly changing socio-economic environment, a foreign language teacher must constantly improve his knowledge level; his pedagogical success depends on the effectiveness of the introduction of innovative learning technologies based on new methodological tasks, modern didactic principles and psychological and pedagogical theories that develop an effective approach to teaching. Purpose. The article aims to analyse theoretical sources from the research problem to reveal the essence of training as a means of increasing the motivation for self-regulation of learning of future teachers of foreign languages. Methods. 1. Theoretical (analysis and synthesis, analogy in combination with induction, comparison and generalization of pedagogical and normative sources) – to determine the state of development of the problem in the theory and practice of the pedagogical education system; theoretical modelling – for the formation of an object, a subject of research, specification and systematization of theoretical knowledge in the process of implementing research tasks, development of pedagogical conditions and methodical support for the formation of self-regulatory competence of future foreign language teachers in the process of professional training; 2. Empirical: diagnostic (survey, conversation, discussion, dialogue), observational (including observation, self-observation, self-evaluation), pedagogical experiment – to identify the effectiveness of educational and methodological support and organizational and pedagogical conditions for the formation of self-regulatory competence of future foreign language teachers in the process of professional training. Results. The study characterized the essence of the development of future foreign language teachers' positive motivation for self-regulation of learning through training and analysed the structure, stages and advantages of training as an active form of learning. It was found that the global changes taking place in society require significant changes in the education system, revision of the principles of its organization, forms and methods of the educational process, in particular the development and implementation of modern educational technologies. Originality. For the first time, the leading theoretical and methodological approaches to understanding training as a means of increasing the motivation for self-regulation of learning of future foreign language teachers are defined and theoretically substantiated. Conclusion. Based on the theoretical and practical analysis, we can conclude that properly organized training develops flexibility, originality of thinking, tolerance, and ability to solve problematic tasks and situations; contributes to the elimination of language errors and shortcomings in students' speech, enriches their active vocabulary with scientific and professional terminology, and also forms the creative thinking of the future foreign language teacher. Taking into account the above, the new strategy of pedagogical leadership on the part of teachers consists in creating such situations that would contribute to the maximum disclosure of the possibilities of individual growth of the student, and stimulate his internal forces for professional self-development and self-regulation of learning. Goal-setting training creates conditions under which each person sees individuality in himself and others, and respects personal dignity and the dignity of others.