In the process of studying, analyzing and synthesizing special scientific papers on the issue chosen, the theoretical and methodological foundations of the formation of the spelling competence of future primary school teachers of the New Ukrainian School were substantiated. In the work, the author's methodology for the formation of the spelling competence of future primary school teachers is presented and the components thereof are determined: modern approaches (competence based, communicative and activity, cognitive and communicative, student-centred, systemic, synergistic, word-centred, text-centred, axiological and socio-cultural) general didactic (scientific, continuity and consistency, continuity and viability, practice-oriented, visualization, co-creation and collaboration) and linguodidactic principles of teaching (general methodology: historicism in the study of orthography; functional and communicative orientation in language teaching; priority use of literary texts as didactic material for classes; professional orientation of the teaching material; specific: studying the spelling of the Ukrainian language as a dynamic system, spelling rules acquisition basing on the knowledge of spelling, phonetic, lexical, word-forming and grammatical norms; the interdependence of oral and written speech; systemic assimilation of the spelling material; automatism and awareness in the process of mastering spelling and punctuation of the Ukrainian language, the conformity of the Ukrainian spelling to social needs; motivating students to self-improvement in spelling); methods (observation and analysis of spelling phenomena and facts, spelling experiment, method of exercises and tasks, method of working with educational and scientific information sources, case method, project-based method, web-quest and mind maps method); tools and resources (model speech of a teacher, stylistically perfect texts from fiction and popular science literature, textbooks, manuals, dictionaries, electronic educational resources, online resources, personal sites of scientists, graphic organizers, algorithms, conceptual tables, consolidated tables, T-tables, Venn diagrams, text mapping, clusters, fishbone diagrams, video scribing, scribing presentations, tag clouds (word-terms-spelling-punctograms), etc.).
In the thesis, linguistic aspects and psychological prerequisites of teaching the spelling of the Ukrainian language in higher education institutions are summarized. The substantive characteristics of the basic concepts of the research, notably “graphics”, “spelling”, “punctuation”, “competence” and “competency” were elaborated. The content of the notions “spelling competence”, “graphic, spelling and punctuation skills”, “spelling competence of future primary school teachers”, “graphic sub-competence”, “spelling sub-competence”, and “punctuation sub-competence” is clarified. The didactic potential of the system of exercises and tasks for the formation of the spelling competence of future primary school teachers in the process of doing research and motivational, research and activity, research and transformational, research and creative, text and interpretational, text and comparison, text and constructive, text creative exercises and tasks as well as training and communicative, scientific and communicative, professional and communicative tasks is characterized. Criteria, indicators and levels of formation of spelling competence of future primary school teachers are specified.
On the basis of the results of experimental and research training, the effectiveness of the presented methodology for the formation of the spelling competence of future primary school teachers is confirmed.
Keywords: “spelling competence”, “graphic, spelling, punctuation skills”, “graphic sub-competence”, “spelling sub-competence”, “punctuation sub-competence”, “spelling competence of future primary school teachers”.
