FORMATION OF DIDACTIC COMPETENCE OF FUTURE TEACHERS OF FOREIGN LANGUAGES WITHIN THE SYSTEM-SITUATIONAL APPROACH
It is necessary to make the essence of the notion of the “didactic competence” specific and to substantiate the necessity to develop the indicators of this competence maturity. It is also necessary to work out a list of criteria that specify some aspects of achievement, levels or standards while assessing the maturity of the students' didactic competence. This supposed assessment is backed with the defining of the students' professional traits that are to be developed in the process of university education. Clear assessment criteria are to be known and understood by students and teachers in advance. Such criteria may become the background of the situational tasks work out based on the system-situational approach. However, it is not only the students' knowledge that is to be assessed, but also their professional experience as a component of the didactic competence. The system-situational approach complements the activity approach to the formation of the methodological competence of future teachers of foreign languages, developed by G.V. Rogova.