ПРОФЕСІЙНИЙ РОЗВИТОКМАЙБУТНЬОГО ВЧИТЕЛЯ:КОМПЕТЕНТНІСНИЙ ПІДХІД

Abstract

Introduction. The article reveals modern trends to educational process in course of future teachers training aimed at improving the quality and efficiency of the professional component on the basis of the competency approach. In the context of European chall-?nges, modern professional development of future teachers, requires specific approaches to designing the trajectory of self-determination and self-identification within the profession. The need of reforming the educational and qualification disciplines (courses) of higher school, which should be focused on the operation of knowledge and their critical thinking has been proved; the learning dynamics, the development of personal abilities and talents of students, the ability to take responsibility and be ready to teamwork have been substantiated. The overview of external and internal sources of professional development of future teachers in the context of reforming the training of future teachers has been presented.Purpose. Analysis of external and internal factors of professional development of future teachers based on the introduction of a competency-based approach for higher education. Results. The level of professional development of future teacher is a combination of theoretical knowledge, practical skills, methodical creativity and personal qualities of a specialist, which largely ensures the appropriate level of effectiveness of his pedagogical activities. The fulfillment of the tasks set before education will be provided under the condition of reforming the construction of approaches to the training of future teachers, expansion, enrichment and continuity of profe-?sional development. Methods. Analysis, synthesis, abstraction con-cretization, systematization, modeling, generation. Originality. The authors have analyzed internal and external factors of professional development of future teachers, the influence of the level of self-awareness of the specialist (I-concept) on the prospects of quality professional self-improvement or the creation of psychological barriers to success in the profession. Conclusion. The concept of «professional development» of future teacher has been specified as valuable attitude of pedagogical staff and their stable motivation to master knowledge, skills, practical use, the need for self-improvement; mastery of technologies for formation of students' basic values within the basis of European society. The activation of the need of specialists for self-improvement; mastery of technologies for the formation of basic values of European society in higher education have been outlined.