UDC 378.091.12.011.3-051:811.111 ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR PREPARING FUTURE ENGLISH TEACHERS TO OVERCOME STUDENTS’ EMOTIONAL-VOLITIONAL BARRIERS IN THE PROCESS OF PARTNERSHIP INTERACTION

DOI : https://doi.org/10.51706/2707-3076-2025-12-11

Keywords: future English teachers, emotional-volitional barriers, partnership interaction, organizational and pedagogical conditions, practice-orientation, analytics, reflection, interactive professional tasks

Abstract

The aim of the scientific article is to substantiate the organizational and pedagogical conditions for developing the competence of future English teachers in overcoming students’ emotional and volitional barriers in the process of partnership interaction. The study identifies five structural-functional components of this competence: motivational, cognitive, activity-practical, analytical-reflective, and personal. Three key conditions for its formation are characterized: the creation of a partnership environment, the practice-oriented activity of the instructor, and the involvement of students in analytical and reflective practices. A system of interactive professional tasks (didactic, methodological, practical, and integrative) is proposed to facilitate the integration of theory and practice. The proposed model has scientific and methodological significance and requires further validation in institutions of higher pedagogical education.

Author Biographies

Volodymyr Tatarin, Berdyansk State Pedagogical University

Postgraduate student

Iryna Glazkova, Bogdan Khmelnitsky Melitopol State Pedagogical University

Doctor of Pedagogical Sciences, Professor

Published
2025-06-13
Issue
No. 1(12) (2025): Scientific journal of Khortytsia National Academy
Section
ПРОФЕСІЙНА ОСВІТА