MODELING OF THE METHODICAL SYSTEM OF FORMING FUTURE PRIMARY SCHOOL TEACHERS’ FOREING LANGUAGE COMMUNICATIVE COMPETENCE

Introduction. The European integration processes of Ukrainian education require the training new generation of primary school teachers who begin to work in the conditions of the New Ukrainian School, which requires forming their foreign language communicative competence. The purpose of the article is to describe the features of the modelling process and substantiation of the content and components of the model of the methodical system of forming future primary school teachers' foreign language communicative competence. Methods are theoretical analysis of scientific literature, systematization and generalization of analysed material, modelling. Results. The article deals with the process of modelling the system of forming future primary school teachers' foreign language communicative competence, which consists of methodological and purpose, subject-subject, cognitive, organizational and methodical, diagnostic and reflexive blocks. The methodological and purpose block provides for the study of social order, purpose, task of professional teachers' training, methodological approaches and principles on which the methodical system of forming the investigated quality is based. The subject-subject block includes intending primary school teachers and academic staff of higher pedagogical education institutions. The content of the professional training of future primary school teachers, which includes theoretical and practical modules, is considered in the cognitive block. Within the organizational and methodical block the methods, means, technologies and forms of educational work are defined. The diagnostic and reflexive block describes the criteria, indicators, levels of forming the specified quality. Originality. The complex interconnected multicomponent model of methodical system of forming future primary school teachers' foreign language communicative competence is substantiated. Conclusion. Implementation of the developed model will help to improve the quality of foreign language communication skills of future primary school teachers and will contribute to the developing positive dynamics of the levels of forming the studied personal quality in the process of learning a foreign language in higher education pedagogical institutions.