Technology of professional portfolio in forming the intercultural competence of future foreign language teachers

The article deals with the implementation of multilingual and multicultural education of university students majoring in pedagogy. The specificity of the intercultural approach as the one meeting the GEF requirements to the level of foreign language education of future bachelors specializing in pedagogical areas is considered. The idea that the intercultural communicative competence of a foreign language teacher is the basis for the realization of all the skills that are part of professionally significant competences is proved. The notion "professional-pedagogical intercultural competence of a foreign language teacher" is introduced and considered by the authors as an integral characteristic of a teacher's personality, contributing to the solution of professional problems in the field of intercultural interaction. The structure of the considered competence is described as a set of 1) intercultural, 2) general cultural, 3) general professional and 4) professional competencies. It is emphasized that the intercultural component is represented by the descriptors of each competency that is subject to the formation of undergraduate students. The choice of the portfolio technology is looked upon as one of the most justified personal-oriented technologies aimed at analyzing and tracking not only the process of mastering, but also monitoring the competence formation level. The functions of a comprehensive professional portfolio are noted: goal-setting, diagnostics, information, training, monitoring. The structure of the complex professional portfolio of a future foreign language teacher, including the methodological, linguistic, practice-oriented methodical, creative, effective and evaluation sections, is put forward and described. A system for assessing the complex professional portfolio of a foreign language teacher is introduced. A conclusion is made about the positive dynamics of personal and professional-pedagogical growth of students in the process of working with the portfolio.

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