THEORETICAL AND NORMATIVE FOUNDATIONS OF THE FORMATION OF COMPETENCIES OF THE FUTURE PRIMARY SCHOOL TEACHER

Abstract

The article analyzes theoretical foundations and scientific research on the issue of professional competence of primary school teachers in the context of modern requirements for professional training. The key approaches to defining the concepts of «professional pedagogical competence», «competence» and «competence approach» in scientific and pedagogical, reference and encyclopedic literature and normative documents are analyzed, their essence and reinterpretation of understanding in the process of changes in value orientations and the emergence of new educational skills are highlighted. The concept of competence is interpreted as the ability to effectively solve professional tasks, which requires the presence of formed knowledge, abilities, skills, and experience. It appears in the practice of professional activity as a systemic characteristic and has a clearly defined content and structure. Attention is focused on the fact that the applied problems of the formation of general and special competences require clarification. The educational process today is based on the principles of partnership pedagogy, cooperation between subjects and objects of learning, departure from the reproductive model of acquiring knowledge, which requires reformatting of content and methodical content. The author paid considerable attention to the coverage of the specified problem in normative documents, in particular, in the standard of higher education. The mechanism of implementation of the competence approach and its direct implementation in the educational process by reflecting and taking into account program learning outcomes, special competencies provided by the standard of higher education, when developing work programs, syllabi and their thematic planning is highlighted. The main special competencies defined by the standard of higher education in the field of knowledge Education, pedagogy in the specialty Primary education are characterized, the formation of which determines the content of the educational process.