NAVIGATING THE DIGITAL LANDSCAPE: CONCEPTUAL-METHODOLOGICAL FRAMEWORKS FOR CULTIVATING PROFESSIONALLY-BASED COMPETENCE IN FUTURE FOREIGN LANGUAGE TEACHERS

Abstract

This paper proposes the development of a methodological model aimed at shaping the "professionally-based competence" of future foreign language teachers by means of Internet resources. Drawing inspiration from communicative, personality-centered, organizational-technological principles, and competency-based, professionally-oriented, and activity-based approaches, as well as the concepts of informatization and globalization in foreign language education, our model seeks to provide a comprehensive guide for language educators. Embracing the intercultural competence, and technology integration models, this framework emphasizes innovative strategies and technologies such as project-based learning, technology-enhanced learning, and collaborative activities. The study underscores the importance of blended learning environments, necessitating adaptability to virtual classrooms. Additionally, the framework advocates for continuous professional development, ethical technology use, and the formation of professional learning communities. Through these multifaceted approaches, future language teachers will be equipped with the necessary knowledge and professionally-based skills to navigate the digital landscape effectively, delivering culturally sensitive and impactful language education.