STRUCTURAL COMPONENTS OF FUTURE PHILOLOGY TEACHERS' CULTURAL COMPETENCE

Abstract

The article discusses the issue of building future philology teachers' cultural competence as an integral part of their professional training in higher education institutions. It states that the professional development of future teachers is implemented through all components of the educational process, including academic, research, and practical activities. The author pays specific attention to cultural competence, which combines theoretical knowledge, practical skills, and value orientations in language and literary education on the basis of interdisciplinary and inter-artistic interaction. The study shows that a modern philology teacher should not only impart knowledge of language and literature but also form a student's holistic worldview, develop their aesthetic taste, instil respect for the cultural traditions of their nation, and tolerance for the cultural diversity of the world. It is also outlined the core of future philology teachers' cultural competence as an integrated professional and personal ability to master the system of cultural knowledge, develop intercultural communication skills, the skill to analyse and interpret cultural phenomena, as well as to foster respect for national and world cultural heritage. Using constructive and critical analysis of scientific sources, the author clarifies the structural components of future philology teachers' cultural competence. They include the following components: content and cognitive component to involve the acquisition of cultural knowledge and understanding of cultural traditions; motivational and value component to form value orientations, interests and motives for cultural self-development; practical and activitybased component to implement cultural knowledge in pedagogical practice, organise interdisciplinary interaction, and cultural and educational projects; reflective and worldview component to provide critical analysis of cultural, linguistic and literary phenomena, develop empathy, tolerance and humanism. The study concludes that cultural competence is a key prerequisite for the professional development of future philology teachers, as its formation ensures the integration of knowledge of language, literature and culture, the development of creative potential and the development of a spiritually enriched, culturally-oriented teacher's personality. Therefore, the training system of the future philology teachers in higher education institutions requires a holistic approach to the further cultivation of cultural competence, which combines content and cognitive, motivational and value, practical and activity-based, and reflective and worldview components for the effective implementation of pedagogical activities in the modern cultural and educational space.