| Summary: | The normatively determined competences of teachers in Bulgaria (Decree 12/01.09.2016 concerning the status and professional development of teachers, head teachers and other pedagogical specialists) prerequisite the necessity for re-evaluating the content and technological models of the pedagogic-psychological, methodical and specialized subject matter for students, who are trained to become teachers of their native language. Within the context of searching for ways of modernizing the university education of future pedagogues, the current article refers to the wide spectrum of the term professional pedagogic competence, summarizes the interdependence in forming the competences of the future native language teachers – academic, pedagogical (including assessment), communicative; presents reasoning for the significance of the content and technological models in competency-oriented university education, aimed at forming a certain aspect of the professional pedagogical competence, namely expert assessment. Based of studied/analyzed student’s approach, with pedagogic specialties, towards the problems of feedback (in primary, secondary and higher education), an interactive model for the development of future teacher’s docimological skills is offered, based on a methodical game, theatrical pedagogic situations as forms of feedback; functionality of the model is analyzed; criteria, for researching the students abilities to grade texts written by pupils, are drawn; in this regard, strategies, concerning the deficit of future teachers, are discussed. The research presents the prerequisites, stages characteristics and results of practice-tested theoretical-pragmatic model for the formation of expert assessment competence in the student, a future teacher, in the form of skills in analysing, assessing and reviewing oral and written texts by pupils, and skills in analysing pedagogic articles, concerning such assessment. The article presents and analyses several types of activities in this process, in relation to (conditionally divided) two stages, respectively: theoretical-observational – questionnaire survey of 182 students from Konstantin Preslavsky University of Shumen, concerning the role of feedback; empirically-effective – realization of interactive activities with 50 students for determining and improving their docimological abilities. The overall conclusions are to identify intersections between the dynamic activities (verbal and games) and the effective results in the process of interactive-reflective university training (with its essential cognitive, dynamic, communicative and affective aspects); giving reasons for the advantages of the experimental model: motivation for accomplishing results, active personal, dialogue and praxiological reflectivity, acquired confidence during assessment activities without the guidance of a university teacher, personal development in the direction of tolerance and ethics within pedagogical communication.
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