Keyword: «individualization»

This article examines the issue of the development of functional literacy among schoolchildren by foreign language teachers using supra-professional competences. The relevance of the research is due to the need to implement the requirements of the Federal State Educational Standard for General Education concerning digitalization and individualization of education, which creates a need for new competences of teachers. The development of functional literacy among schoolchildren requires foreign language teachers to have supra-professional competences that ensure the integration of digital technologies and an individual approach in educational practice. Supra-professional competences, which have a metasubject character, consisting in a combination of these processes, meet the requirements of modern educational needs. The aim of the article is to theoretically substantiate and analyze the potential of supra-professional competences of foreign language teachers in the development of functional literacy among schoolchildren in the context of digital transformation of education. The main approaches to studying the problem of functional literacy development in the context of applying supra-professional skills are activity-based, systematic, and meta-disciplinary approaches. The activity-based approach sets the benchmark for research in the professional activity of a foreign language teacher, the systematic approach focuses on the educational process as a single interconnected system, the meta-disciplinary approach allows us to competently combine knowledge from different fields and disciplines, as well as coordinate the processes of digitalization and individualization. The research results include a terminological analysis of the concepts of «supra-professional competences» and «functional literacy», a description of the meta-disciplinary nature of supra-professional competences, a description of the implementation of digitalization and individualization processes in the professional activity of teachers, and the identification of the potential of supra-professional competences to solve the problems of functional literacy development. The theoretical significance of the article lies in the terminological analysis of the concepts of «supra-professional competences» and «functional literacy of schoolchildren». The practical significance lies in determining the prospects for the application of supra-professional competences to solve the professional tasks of foreign language teachers in the field of functional literacy of schoolchildren.

The article discusses the issue of constructing meta-subject content for the development of supra-professional skills among preservice foreign language teachers in the professional training system based on an event-based approach. The relevance of the research is due to the need to transform the system of higher pedagogical education in the context of digitalization and individualization, which requires the search for new organizational forms capable of providing student teachers with the integrative skills necessary to solve new professional tasks as teachers performing new professional roles (mediator, designer, digital expert, mediator of intercultural communication). The traditional content and forms of the educational process organization focused on the translation of ready-made knowledge do not fully meet the task of developing supra-professional skills reflecting the meta-subject content. The aim of the article is to theoretically substantiate and analyze the potential of using the event form as a mechanism for constructing the meta-subject content of professional training for preservice foreign language teachers. The leading approaches to research are: the meta-subject approach as a philosophical basis that determines the integrative nature of the training content; the activity-based approach as a general scientific basis, considering the development of skills through active involvement in professionally oriented activities; the event-based approach as a particular scientific basis, specifying the forms and mechanisms of the implementation of meta-subject content. The results of the research include a terminological analysis of the concepts of "event form", "meta-subject content", and "supra-professional skills" in relation to the professional training of a foreign language teacher; characterization of the event form as an organizational mechanism that ensures the transition from abstract knowledge to personally significant experience; description of the principles of the event approach (co-existence, authenticity, emotional saturation, subjectivity, reflexive completeness); identification of the potential of the pedagogical studio as a space for the event realization of meta-subject content. The theoretical significance of the article lies in the substantiation of the event form as an effective mechanism for constructing the meta-subject content of professional training. The practical significance lies in determining the prospects for the application of the event form in the organization of the educational process for the purposeful development of supra-professional skills among preservice foreign language teachers.

The article discusses the role of individualization in educational process as a crucial component of modern school education since it allows for effective consideration of each student's individual characteristics. The main task is to create conditions for full realization of students' potential through adaptation of content and teaching methods. Key objectives include development of individual abilities, taking into account learning styles and preferences, increasing motivation and engagement in academic activities, creating a comfortable psychological climate, and preparing for professional self-determination. Various methods and approaches are used to achieve these goals. Among them are diagnostic procedures that help identify levels of readiness and potential directions for development, as well as project-based technologies playing an important role in developing creative and research skills.