THE MODEL OF FORMATION OF A DISCOURSE COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS

The article focuses on the important question about the formation of a discourse competence of future primary school teachers. The paper aims at justification and development of the model of discourse competence formation and is intended to analyze fundamental principles of the modeling theory, highlight modern approaches to interpreting the essence and structure of a discourse competence of future teachers. The definition of a discourse competence of future primary school teachers is represented by the author and it is as follows: a separate component in the structure of a communicative competence that presupposes systemic knowledge of various types of a professional discourse and their designing requirements which are essential for teaching activity; a complex of discourse skills and presence of the necessary qualities: openness, tolerance, empathy in the process of educational and academic communication. They provide management of the language event with respect to the nature of communication. The main principles of the modeling theory are investigated. With reference to teacher education researchers basic approaches to the structure of a teacher discourse competence are revealed. The model of a discourse competence of future teachers is justified and developed with consideration to types of primary school teachers` competences connected with their professional activity. It is explained that the model of a discourse competence of future teachers consists of a set of the following functionally interconnected blocks: normative and target-oriented, theoretical and methodological, technological, diagnostic and resultative. The presented model reveals aims of subjects of the educational process; main methodological approaches and didactic principles; the essence of a mentioned competence of higher education seekers; specifics of pedagogical support of the professional training process; criteria and levels that allow to diagnose the level of discourse competence formation of students in the process of the model implementation. The author proves that by its nature the created model of a discourse competence of future prime school teachers is structured and componential, conceptual, prognostic and it reflects open and controlled interaction process between the subjects of the educational process.