УДК 811.111(07):373.3:004.773.7 The methodology of the formation of professional communicative competence in prospective primary teachers within the fl ipped learning model for teaching reading in English

Abstract

The article tackles the issue of the formation of professional and communicative competence in prospective primary school teachers withi the «flipped» learning model for teaching reading in English. The author outlines the specific features of the methodology of the formation of professional and communicative competence for students of the second (master's) level of higher education according to the educational and professional programme «Primary Education and English Language». For this purpose, the definition of the concept of professional and communicative competence is presented; aspects that influence the formation of professional and communicative competence in the process of learning and teaching English are revealed; the expediency of using classroom and extracurricular work with a literary work as a kind of study reading is substantiated. It was found that among the advantages of «flipped» learning is especially important to create a stronger learning community through the opportunity to transfer direct instruction to the individual learning space and to transform classroom work into a dynamic interactive learning environment in which students participate creatively in communicative and professionally oriented activities. The factors of success of teaching English reading in the «flipped» classroom are specified. A six-level «flipped» learning model for teaching reading in English  for the sake of the development of professional and communicative competence in prospective primary teachers of English in an innovative format of a literary and communicative workshop is presented. For each stage, the modes of work, communicative and professional purposes, as well as typical kinds of student activity are defined. A successful combination of content-based and procedural aspects of constructing a flipped learning model for teaching to read children’s literature  in English in order to form professional and communicative competence of future primary education professionals allows to implement the principles of professional and communicative orientation of primary school teacher preparation  at a qualitatively new level. The results of the experimental verification of the proposed method, conducted in 2018-2019  showed that the integration of communicative and professional activities within the «flipped» learving model for teaching reading in English provides the ability and readiness of students to implement professional communication in different conditions of intercultural society.