COMPONENTS OF PROFESSIONAL COMPETENCE OF A TEACHER ACCORDING TO A. S. MAKARENKO
Keywords:
teacher training, upbringing, personality, professional competenceAbstract
The Ukrainian school is in the process of reforms now. It is aimed at new results that reflect the needs of our society. One of the leading approaches to the results of education today is the competence approach, which comprehensively reflects the purpose of education. The content of «competence» includes certain qualitative characteristics of an individual. To nurture our students, we need to develop the personalities of future teachers for the new Ukrainian school. Only a person can bring up a new personality. We believe that for a clear understanding of the goals of future teachers training, it is necessary to refer to the scientific heritage of national educationalists, among whom one of the leading places is occupied by the figure of A. S. Makarenko.
The purpose of the article: to analyze the moral and educational, personal, communicative, social, psychological, productive, subject, autonomous, scientific, supervisory and reflexive components of a teacher's professional competence, reflected in the pedagogical heritage of A. S. Makarenko.
Methodology: analysis and comparison of research objects.
Scientific novelty: for the first time, knowledge, skills, abilities, ways of thinking, views, values, and other personal qualities of a teacher reflected in the pedagogical heritage of A. S. Makarenko are correlated with the components of the modern concept of a teacher professional competence; the content of the concept of a future teacher professional competence is clarified.
Conclusions: the moral and educational, personal, communicative, social, psychological, productive, subject, autonomous, scientific, supervisory and reflexive components of a teacher professional competence are as components of the modern concept of a teacher professional competence; the components of a teacher professional competence are correlated with their content; the directions of further research are formulated.
Research on the organization of a future teacher personal qualities development is promising in this direction.
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