PROJECT SKILLS OF FOREIGN LANGUAGE TEACHER AS A PART OF METHODOLOGICAL (PEDAGOGICAL) COMPETENCE

Conversion to 2-level higher education system in Russia and immersion of the new federal state educational standards demands defining of contents of professional training and more detailed description of its results. The main purpose of this article is to reveal characteristics of the notion “project skills of a teacher”, to describe the position of those skills within methodological competence of foreign language teacher (FL-teacher), to make links between project skills and levels of methodological competence. The author shows the value of methodological competence in FL-teacher’s activity, its structure; states the place of project skills (project subcompetence), reveals the links with other subcompetences within methodological (pedagogical) competence, suggesting a model of the latter. She also specifies the contents of project skills, correlates the list of those skills with the level of methodological competence. Levels of methodological competence suggested by the author, i.e. basic, technological and scientific-methodological, reveal which project skills are formed, partially formed or not formed according to these levels. The author gives a detailed list of project skills put in some groups: analytical, anticipating, organizing, methodological (skills of choice), planning and others. The results of this research can be applied to further developing of professional training standards and to FL-teachers’ evaluation process.