In the dissertation research the theoretical substantiation and the new decision of a problem of formation of project competence of philologists in the course of continuous education is carried out; the efficiency of this process is proved; the components are identified and the criteria, indicators and levels of formation of project competence are determined; improved and defined mechanisms for increasing the level of formation through the introduction of new learning content and a specially created innovation and educational environment in the process of training.
Based on a thorough analysis of scientific, psychological, pedagogical and special literature, a set of provisions of project competence as a psychological and pedagogical problem is substantiated; typological characteristics of project competence of philologists in the system of continuing education are revealed.
It is proved that a necessary prerequisite for the successful formation of project competence of philologists in the system of continuing education is the organization of education, which integrates language and vocational training of students, and project activity is a way to solve simulated professional problems, acquires personal significance for students methodological competence and personal development.
Structurally, the project competence of philologists in the system of continuing education is the unity of motivational, cognitive, activity and reflexive components, each of which includes characteristics and properties that contribute to the organization of project activities.
The etymological analysis of the concepts "project", "project technology", "project activity" is made in the research. The comparison of different views on the nature of project activities, gave grounds to highlight the "project competence of philologists in the system of continuing education."
It is found out that effective formation of project competence is conditioned by a complex of organizational and pedagogical conditions: professionalization of philological training; project and speech integrationactivities;development of students' subjective position; ability to self-regulate; organization of training in cooperation; in the systemcontinuing education must take into account the specifics of projects (semiotically heterogeneous texts) and the means of their development by a specialist (language codes), as well as mechanisms for developing personal qualities (project competence), in this regard, the system of project competence is an innovative educational environment there is an interaction of human, information and technical resources, which requires reliance on communicative, personality-oriented, activity, hermeneutic and contextual approaches in the design of semantic and activity elements of the system.
The structural-functional dynamic model of formation of project competence of philologists in the system of continuing education is developed, theoretically substantiated and its efficiency is checked by introduction of the elective course "Workshop on formation of project competence of philologists" in educational process. The mechanism of realization of the model of formation of project competence of philologists in the system of continuous education is the technologies of personality-oriented design, activity-procedural and socially-oriented technology.
The described technologies are interdisciplinary, used in mastering almost all subject and general professional competencies that are productive in nature and are creative in nature. Content analysis of works and questionnaires of students showed that the developed learning technologies and taking into account the psychological and pedagogical characteristics of students in their application, allow more effectively than traditional technologies to organize the educational process, increase the density of learning material, improve learning outcomes.
Technology of project competence formationphilologists in the system of continuing education reflects the level of balance of state requirements and personal goals, a high level of formation of project competence of philologists in the system of continuing education, experience of project activities and its transfer to professional activities; the developed technology consists of professional identification, implementation and professional self-improvement.
The study proved that in the context of continuing education the main emphasis should be placed on innovative technologies that allow the integration of communicative, methodological and philological competencies, which are designed not so much for the transmission of information as for the development of socio-cultural, communicative and cognitive abilities. that allow to form new professional and personal qualities, enriching their social experience.
