ENTREPRENEURIAL COMPETENCE OF THE FUTURE PRIMARY SCHOOL TEACHER: COMPONENT STRUCTURE

Abstract

The article highlights and analyzes some aspects of the structural and component characteristics of the phenomenon “entrepreneurial competence of the future primary school teacher”. In the plane of the problem field of research the scientific research of formation of entrepreneurial competence as an innovative element of competence competence paradigm in different educational planes is represented and the need of clear understanding of structure of concept “entrepreneurial competence of the future primary school teacher” is stated. Given the diversity of research on the essence of entrepreneurial competence to determine the structural components of the concept of “entrepreneurial competence of future primary school teachers” used the existing basic research studies, especially economic direction. Taking into account scientific positions, the interconnected structural components of entrepreneurial competence of the future primary school teacher are identified and characterized: axiological-motivational, information-cognitive, functional-activity, personal-reflexive. The axiological-motivational component determines the students’understanding of the system of value properties of modern entrepreneurship development in professional and pedagogical activity, value meanings of entrepreneurial activity, moral and ethical attitude to the chosen profession. The information-cognitive component involves students’ understanding of the role of entrepreneurship, its economic and legal foundations in modern society, in the knowledge economy, market relations; characterizes the ability of the future primary school teacher to quickly obtain the necessary information and operate it for personal self-realization, innovation or change in the implementation of the competence paradigm of learning. Functional component reflects the ability of future primary school teachers to plan, organize, design, control productive entrepreneurial professional and pedagogical activities, generate new ideas and initiatives and implement them, communicate, quickly make alternative decisions, showing the formation of professionally relevant skills, іnnovation, creativity, as well as methodological skills to form entrepreneurial competence in primary school students. The personality-reflexive component is represented by personality-adaptive and reflexive competence.