ASSESSMENT CRITERIA FOR LINGUODIDACTIC COMPETENCE OF FUTURE ENGLISH TEACHERS

Abstract

This article examines the assessment criteria for linguodidactic competence of future English teachers. Linguodidactic competence is interpreted as an integrative professional quality that combines language awareness, methodological knowledge, instructional skills, communicative orientation, intercultural sensitivity, and reflective self- assessment. The paper argues that the reliable assessment of this competence requires a multidimensional framework that includes motivational-value, cognitive, operational- methodological, communicative-functional, and reflective-evaluative criteria. The study highlights the pedagogical significance of these criteria for diagnosing the level of professional readiness of pre-service teachers and for improving the quality of teacher education. It is concluded that clearly defined assessment criteria make it possible to monitor the formation of linguodidactic competence more systematically and to provide targeted support for the professional growth of future English teachers.