The article reveals theoretical basis of formation of psychological culture of the future teacher as a psychological and pedagogical problem. Based on the analysis of a large number of scientific studies on definition of the essence of the concept “psychological culture of the future teacher” a general concept that is interpreted as the integral quality of the teacher’s personality, reflected in the effective implementation of vocational and educational functions based on the formed system of psychological knowledge and skills and that provides training and education of children, adequate vocational self-knowledge and self- improvement, preservation and strengthening of psychological health, is proposed. The components of psychological culture of the future teacher and the system of effective methods of its formation are outlined. It is proved that effective formation of psychological culture of the future teachers will be carried out only under condition of using a range of methods, namely methods of axiologization of professional-psychological knowledge, development of reflection, personal and professional qualities and abilities as valuable components of psychological culture of the future teachers and strengthening, development and implementation of skills of creative use of psychological knowledge in educational and professional activity of students. It is found out that development of psychological culture is a complex and multifaceted process that includes the application of theoretical knowledge in psychology, obtained at the University, and development of practical skills aimed at establishing interpersonal contacts, the ability to communicate in conflict situations, to defend their own point of view, to understand and accept the position of the opponent, to interact constructively, and the like. The above mentioned study does not exhaust all aspects of the problem. The prospects of future research are seen in an in-depth study and investigation of the formation of psychological culture of the future teachers in the process of teaching disciplines of professional cycle.
The article analyzes the theoretical foundations of professional competence of the modern teacher. The essence of the concepts “competence” and “competency” is revealed. In the research literature the term “competence” is interpreted as: the range of issues in which the person has knowledge and experience, or in which someone is knowledgeable; the range of issues that people are empowered to solve; the terms of reference, rights and duties of any body or official; the range of issues in which the official has knowledge and experience. The essential characteristic of the fundamental concepts of the study “professional competence of the modern teacher” is given. The components of professional competence are presented. The key competencies and competences are described. Key qualifications are classified depending on their functional affiliations into several groups. In each group there can be allocated functional, multifunctional and extra-functional qualifications, namely: general vocational key qualifications (vocational and practical knowledge and skills for a wide range of professions, general knowledge and skills of a wide profile); key cognitive skills (ability to independent thinking and learning, analysis, synthesis, transfer of knowledge and skills from one profession to another, skills of problem solving, evaluation, critical thinking, creativity); key psychomotor skills (general psychomotor skills: coordination, reaction speed, concentration, etc.); key personal skills(independence, responsibility, confidence, optimism, and the like); social ability (ability-oriented group behavior). It is proved that in the conditions of restructuring of the higher education system it is necessary to consider the set of key competences, competencies and qualifications, amongwhich a special place occupies professionalism of the expert, which is formed at the higher education institution. It is noted that the list of components of professional pedagogical competence is not exhaustive and requires further development and research.
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