INTEGRAL COMPETENCE AS A BASIC COMPETENCE IN PREPARING A FUTURE EDUCATOR

Abstract

The relevance of analysing and determining the components of integral competence of future educators is conditioned by the requirements of regulatory documents in the field of pre-school education. Regulatory documents require the formation of abilities to act independently, uncommonly in difficult professional situations; to make balanced professional decisions; a high enough level of integral competence of a future educator will ensure active employment in the labour market, selfactualization, self-expression, manifestation of professionalism. The article aims to substantiate the essence and structural components of the integral competence of a future specialist of the first (bachelor) level in the specialty 012 “Pre-school education.” In the course of the research, we used such methods as analysis, synthesis, generalization, systematization to clarify the concept “integral competence of future educators,” define its components, and group the general and professional competencies according to each component. Based on the analysis of normative documents, it was found that the integral competence of future teachers of preschool education is the result of the formation of a system of general and professional competencies and provides their ability to implement complete specialized tasks of development, training, and education of young and pre-school children in pre-school education institutions. Based on the analysis of the professional standard of pre-school teachers (basic labour functions of a teacher) and educational and professional program for bachelor training in specialty 012 “Pre-school eeducation,” we determine the structure of integral competence of a future teacher of pre-school education (psychological and pedagogical, organizational and methodical, which are formed by each component.