This article is devoted to the problem of building professional competences for the teaching profession. The paper highlights four main groups of professional competences: cultural and linguistic competences, linguistic and didactic competences, social and educational competences, professional and educational competences. It presents a brief summary of key skills a person should possess to be a competent foreign language teacher. Foreign language teachers should act as professional inheritors, critics and interpreters of knowledge and culture when teaching students. They also have to be able to communicate clearly in the language of instruction, using correct grammar, in various contexts related to teaching. Moreover a foreign language teacher should adapt his or her teaching to the needs of students with various disabilities, integrate ICT in teaching activities, cooperate with school staff, parents and students in pursuing the educational objectives, collaborate with the teaching team in developing programs and projects when teaching students. The article attempts to identify learning situations that are appropriate to the students concerned and the subject content with view to developing the competences targeted. The study can help in designing and modelling the educational process within the frameworks of the competence approach.

The article investigates the discursive manifestation of autobiographical memory, enabling to understand the social and communicative nature of this phenomenon. Autobiographical practices represent the social and cultural materialized form of the fixation of autobiographical memory determined by speech norms and memory mechanisms; autobiographical practices are inter-active and inter-subjective, mediate the formation and functioning of this subsystem of memory, reorganizing the preverbal event of the individual past through the concepts fixed by language. The article examines the development of autobiographical memory forms in early ontogeny, the relationship of these processes with the formation of speech and discursive competences. It studies the patterns of discursive actualization of the formed autobiographical memory and demonstration of its functional and structural characteristics. It is shown that the formed autobiographical memory as a personality-cognitive system organizes and arranges the fragments of the individual past; it is involved in the formation of self-identity, has a layered structure that is related to heterogeneous forms of processing autobiographical material and organizational forms of individual experience and performs different functions, all of which determines the patterns of respective discursive practices.Keywords: autobiographical memory; development of the memory forms; discursive practices; organizational forms of the autobiographical material; layered structure of the autobiographical memory; thematic keynotes; autobiographical memory functions.

Background. The article considers and analyzes the main modern requirements for the professional training of these students at the level of FSES 3++ and needs of the labor market for the occupations corresponding to International Relations under the modern social conditions. Purpose. The purpose of the research is to model the process dealing with the translation competence formation of the bachelor students in International Relations. The scientific novelty of the study is to clarify the foreign language professional communicative competence (IPCC) components. Materials and methods. The main research methods used are the methods of scientific description (the study of specialized literature, its systematization and interpretation) and experimental methods of study (the identification of the competence formation model stages and its implementation). Results. The paper reveals the concept of translation competence and its components. The language training of the bachelor students in International Relations at the undergraduate stage without thorough translation competence formation and training in written translation skills is not very productive. The ways to solve the problem are seen in the highlighting of stages in the model of the translation competence formation of the students in International Relations. This implies the underlining of two levels: 1) basic level – teaching students to translate educational texts on the main educational programs; 2) professional level – a training course in the translation of professionally oriented texts as part of implementation of the additional education program “Translator in the field of professional communication”. Practical implications. The result of the study is to practice the translation competence formation model in the course of foreign language training for students in International Relations taking into account these two levels.

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