СУТНІСНІ ХАРАКТЕРИСТИКИ ДИДАКТИЧНОЇ КУЛЬТУРИ МАЙБУТНІХ ВИКЛАДАЧІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ МВС УКРАЇНИ

Abstract

The article reveals the essence of the concepts “culture”, “didactic culture”, and “didactic culture of future teachers” in terms of different scientific approaches. The role of culture for personal formation and development is determined. The stages of actualization of pedagogical potential: accumulation, transformation, broadcasting are substantiated. The historical and pedagogical analysis of the scientific foundations of the development of didactic culture is made. The functions of the didactic competence of future teachers are outlined. The content components of the didactic culture of the future teacher of higher education institution with specific learning conditions in the Ministry of Internal Affairs of Ukraine such as: professional knowledge, pedagogical abilities, pedagogical skills, professional competence, creativity, personal qualities, pedagogical experience, pedagogical technique are determined. The author’s definition of the concept of “didactic culture of future teachers of institutions of higher education of the Ministry of Internal Affairs of Ukraine is proposed”. The value of the didactic competence of future teachers of higher education institutions is outlined. The information about such functions of didactic competence as: cognitive-epistemological, regulatory, invariant, integrative are presented. Theoretically substantiated the essential characteristics of the concept of “social professional maturity”. The importance and significance of social-professional maturity for an officer of internal affairs bodies, which is part of the didactic culture of the future teacher of the Ministry of Internal Affairs of Ukraine is emphasized. Social maturity in the context of four aspects, namely: intellectual, political and moral maturity is considered. Socio-professional maturity of the personality of the employee of the internal affairs bodies, as neoplasms in the structure of the personality is characterized. The components of the general vocational and pedagogical culture: value-motivational, cognitive, technological, personal and creative are disclosed.