DIDACTIC COMPETENCE OF FUTURE TEACHERS OF HIGHER EDUCATION INSTITUTIONS: ESSENCE, FORMATION, DEVELOPMENT

Abstract

The aim of the article is to allocate the essential features of the didactic competence of the future teacher and to characterize the features its formation and development in the process of implementation of educational programs in the specialty 011 Educational, Pedagogical Sciences.Achieving the purpose of the article allowed the use of general scientific methods: analysis, synthesis, comparison, specification, generalization, content analysis.Based on the analysis of the works of domestic researchers, it is stated that didactic competence is an important professional quality of a future teacher of a higher education institution, which implies the ability to implement psychological, pedagogical, didactic, methodological knowledge in educational practice, modeling the content of academic disciplines. The following essential features of the didactic competence of the future teacher are allocated: is the goal and result of the training of future teachers of higher education institutions pedagogical interaction with higher education students as subjects of the educational process; enables effective, independent, full-fledged professional activity of a future teacher of a higher education institution and promotes continuous self-development and self-improvement throughout life and is part of the teacher’s professional competence; is an integrated body of knowledge, skills, abilities, abilities of the teacher to solve didactic tasks of managing educational and cognitive activities and assessing learning outcomes applicants for higher education and in general the organization of the educational process and the development of higher education applicants.It is concluded that at the level of higher education institutions, in the professional training of future teachers within the framework of the specialty 011 Educational, Pedagogical Sciences it is advisable to implement policies and procedures for end-to-end formation of didactic competence within compulsory and elective disciplines, practical training, and in non-formal and informal education.
 Keywords: higher education; competency-based approach; competency; didactic competence; methodological competence; teaching competence; future teachers of a higher education institution; formation; development; professional training; professional development.