The dissertation presents the results of theoretical and practical research on the problem of forming ethical competence of future foreign language teachers in extracurricular activities.
Based on the theoretical analysis of a number of normative and legal documents of conceptual significance it has been determined that the role of ethical competence in the development of the modern teacher in contemporary pedagogical science is currently being emphasized and positioned. It involves the formation of a teacher who is capable of managing their own emotions, respects themselves and others, adheres to ethical norms of behavior, and teaches these values to students. Additionally, the teacher should be able to establish dialogical relationships with education seekers.
The dissertation analyzes and generalizes the essence of the concepts of “ethics”, “competence”, “ethical competence”, “competency-based approach”, “competency”, and “extracurricular activities”.
It has been established that ethical competence is based on socio-humanitarian knowledge and is constructed through the emotional-value and socio-creative experience of education recipients, acquired both in the educational process and in extracurricular activities through participation in socially significant activities and reflection. The requirements for the formation of ethical competency are specified in the higher education standards for the training of pedagogical specialists, taking into account the requirements of the competency-based approach and are aligned with the goals and objectives of the educational process of the higher education institution (HEI) in general, and extracurricular activities in particular.
Extracurricular activities for future foreign language teachers in HEIs are considered as a pedagogically organized and personally regulated process of forming ethical competency in future foreign language teachers. It is a space where learners establish diverse moral and ethical relationships and connections based on cultural dialogue.
It has been established, that extracurricular activities aimed at developing ethical competence are based on modern pedagogical axiology, which is expressed through socially significant values, moral and ethical values, values of pedagogical ethics, and personal qualities.
The concepts of “ethical competence” and “extracurricular activities of foreign language teachers” have been introduced into scientific circulation.
A criterion-diagnostic framework for the research has been developed, which consists of a complex of substantiated components, criteria, indicators, and diagnostic materials.
The structure of ethical competence of future foreign language teachers in extracurricular activities has been substantiated and developed. Its constituent elements include the components (cognitive, motivational, and activity); the criteria (completeness, solidity, and awareness of acquired knowledge; attitudes towards participants in the educational process and future professional activities with adherence to ethical requirements; and activity and initiative in extracurricular activities of a moral and ethical nature); the indicators (mastery of a system of knowledge in professional ethics and awareness of their importance in personal and professional development as a future foreign language teacher, understanding the goals and objectives of acquiring moral and ethical norms of communication necessary for designing and implementing various types of pedagogical activities, as well as understanding the goals and objectives of extracurricular activities in acquiring ethical competence; the formation of motivation and interest in future pedagogical activities and issues related to the formation of ethical competence, the formation of attitudes and values of future foreign language teachers, their respectful and empathetic attitude towards all participants in the educational process during extracurricular activities, and the desire to acquire ethical competence); the levels of formation (high, medium, and low).
The following pedagogical conditions for the process of formation of ethical competence of future foreign language teachers in extracurricular activities have been identified: 1) creating a developmental educational-ethical environment where extracurricular activities serve as the leading means of developing ethical competence in future foreign language teachers; 2) fostering motivation among future foreign language teachers to acquire ethical competence through their engagement in extracurricular activities; 3) utilizing interactive forms
