CRITERIA AND DEVELOPMENT LEVELS OF FUTURE TEACHER’S ECONOMIC CULTURE

Abstract

The paper justifies the criteria and development levels of future teachers’ economic culture. They are an essential theoretical prerequisite for organizing a didactic experiment and a further study of trends in the development of the mentioned category. It is both necessary to determine the criteria of future teachers’ economic culture and identify their indicators in different components of the culture to solve such a scientific issue theoretically and practically. The criteria act as a means of assessment, a tool for substantiation, a particular norm based on which one can determine the development of certain qualities. The research on the issue of developing an economic culture in future teachers pays specific attention to a three-level hierarchy of competencies as its component. The standard block consists of key competencies. They are an invariant part of the economic culture: informational, organizational, socio-civic, communicative, automated competencies. Basic competencies are necessary for conducting economic activities. They include functional literacy, namely, economic competency, as well as environmental, legal and moral competencies. Specific competencies help future teachers with their teaching. Pedagogical, psychological and methodical competencies constitute a variable part. The analysis of scientific researches, the use of competency-based approach and the description of the connection between economic activities and the leading values in the research show that the content of the model for developing the economic culture in future teachers ensures the unity of economic, environmental, legal and moral competencies, which are the basic for future teachers’ economic culture and act as the criteria of its development. In addition to the system of criteria, the research covers communicative and didactic competencies that determine future teachers’ professional training.