Formation and development of the activity-based component in the professional development of a prospective language and literature teacher

The article addresses the topical issue of forming the professional competence of prospective language and literature teachers within the context of the transition to a competency based educational paradigm. Central attention is given to the development of specific methodological skills necessary for preparing school students to write written creative works, which are considered a meta subject form of assessing communicative competencies. Based on an analysis of scientific literature on the problem of teacher professional competence and the results of an empirical study (a survey of early career teachers and testing of university students), the author identifies a deficiency in relevant methodological knowledge and practical skills among graduates of pedagogical universities. As a solution, the author proposes an original program for a teaching module titled "Methodology of Teaching Essay Writing in Literature Classes in Secondary General Education." The structure of the module is elaborated in detail; it includes theoretical and practical sessions aimed at enabling students to master the requirements of the Federal State Educational Standard for Secondary General Education (FGOS SOO), assessment criteria, methods for developing students' written speech, and designing lessons. It is concluded that the development of the necessary professional competence occurs exclusively through the activity based modeling of future pedagogical practice. The proposed module is presented as an effective element of systematic methodological work that contributes to the adaptation and development of a teacher's creative potential. The importance of disseminating this experience beyond "philological training" to other humanities disciplines is emphasized. The obtained results and methodological solutions are applicable not only in training language and literature teachers; their implementation into programs of other humanities specializations appears to be a logical next step for the systematic enhancement of graduates' communicative competencies.