LINGUO-CULTURAL COMPETENCE AND ITS ROLE IN PROFESSIONAL FORMATION OF FUTURE SPECIALISTS OF EDUCATIONAL INSTITUTIONS

The article discusses topical issues of the formation of linguo-cultural competence of future specialists of educational institutions. We believe that linguo-culturological competence is of great importance for pedagogical and scientific-pedagogical workers, which ensures the effectiveness of their fulfillment of basic professional tasks. Since linguo-cultural competence is an integrative multidimensional innovation that does not arise spontaneously, a purposeful formation is needed, which should begin in higher educational institutions, where future specialists of educational institutions are trained. The National Doctrine of Education Development of Ukraine in the XXI century stated that the main aim of the Ukrainian education system is to create conditions for the development and self-realization of each individual, to ensure high quality education for graduates of high pedagogical institutions. The conceptual model of high education in Ukraine has actualized the tasks of training a new exemplar professional an active person with critical thinking and a creative approach to solving problems, ready for self-education and self-development, for effective interaction with the environment. In our opinion, the linguistic and cultural competence of higher education students should be represented by linguistic and cultural components. The purpose of our research is to examine linguocultural competence and its role in the professional development of future specialists in educational institutions. The methodology is based on the general principles of philosophy, basic modern provisions of pedagogical science, psychology and reflects the relationship of methodological approaches to the study of the process of organizing the educational process. Methods of linguocultural competence: a diachronic method based on a comparative analysis of various linguocultural units in time; synchronous method, compares simultaneously existing linguocultural units; structural and functional method, which involves the distribution of a cultural object into parts and the identification of connections between parts; a historical and genetic method focused on the study of a linguoculturological fact from the point of view of its occurrence, the development of further destiny; a typological method designed to identify the typological proximity of various linguoculturological units of the historical and cultural process; the comparative-historical method is based on the comparison of orig