The article has a substantiation of an urgency to solve the problem associated with the defi nition of the structure of professional competence of teachers. This structure is represented by species competencies. The problem was determined by the needs of the teacher training system of teachers in the knowledge of these competencies. This requirement is related with the design of additional vocational training programs of teachers. The authors off er an analysis of psychological and educational literature disclosing the problem of determining the structure of professional competence of teachers of secondary schools and the structure of professional competence of future teachers (students). An analysis of the scientifi c literature shows that in modern pedagogical science is not developed a unifi ed structure of professional competence of the teacher. The authors off er an original solution to the problem of determining the structure of professional competence of teachers from the position active approach, which is based on the basis of the structure of pedagogical activity of the teacher (V.A. Slastenin, N.V. Kuzmin, A.I. Shcherbakov). The authors have developed and proposed a "list" of professional competencies of teachers of basic and secondary education. The authors point out that the «list» of professional competence of the teacher of primary education, pre-school education can be represented in a similar way. Issues that need to be further resolution, were identifi ed by the authors.
key competence, basic competence, special competence of the teacher, «line» professional competence of the teacher.
Проблема разработки структуры профессиональной компетентности учителя общеобразовательной школы актуальна не только для самого педагога, от мастерства и профессионализма которого зависит успешность реализации целей образования на всех его ступенях, но и для преподавателей системы профессиональной переподготовки и повышения квалификации (ПК). Преподавателю системы ПК при проектировании дополнительной профессиональной образовательной программы необходимо спланировать ее цели, ориентированные на совершенствование определенных компетентностей учителя, поскольку развитие системы образования реализуется в контексте деятельностного и компетентностного подходов. Исходя из того, что преподаватель системы ПК должен определить, какие профессиональные компетентности учителя он планирует совершенствовать в рамках разрабатываемого курса, необходимо решить какие виды компетенций учителя выделяют в психолого-педагогической литературе. В настоящей статье мы попытаемся найти решение проблемы определения структуры профессиональной компетентности учителя общеобразовательной школы. Обратимся сначала к основным понятиям, связанным с исследуемой проблемой.
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