The role of the teacher’s acmeological competence in the context of trilingual education

Abstract

The article discusses the concept of the «acmeological competence» and its role in the context of trilingual education. The policy of trilingual education is described, the insufficient level of the English language proficiency among secondary school teachers is noted and the need for the development of a multilingual personality is revealed. The authors come to the conclusion that in order to realize this need, it is impossible to do without the acmeological competence, which stimulates the development of such personal qualities as selfrealization, self-development and self-improvement. This suggests that a person should constantly develop himself in order to achieve good results in professional activities. However, the processes of self-realization, self-development and self-improvement are not particularly important tasks for all people. These processes become important when a person faces the problem of solving professional or life problems. Thus, the authors highlight the fact that every adult should set himself difficult tasks in order to achieve personal and professional growth. In addition to the acmeological competence, the article examines such concepts as «acmeological ability», «professionalism of activity» and «professionalism of the individual», which also play an important role in the professional formation and in the development of personality. In general, according to the authors, the development of a multilingual personality, which is a task in the trilingual education, requires a teacher to be highly motivated in the professional activity.