PEDAGOGICAL STIMULATION IN THE STRUCTURE OF A MODERN TEACHER’S PROFESSIONAL COMPETENCE

Abstract

The article highlights the role and place of pedagogical stimulation in the structure of modern teacher’s professional competence. Professional competence is presented as an integrated professional and personal education, in which a person's internal resources, personal qualities and abilities have been considered as a source and criteria for effective subject activity in the education system. It is noted that each stage of the teacherʼs work necessarily contains a stimulating and motivating element of activity. Based on the analysis of scientific works of leading scientists, experience of progressive teachers, the generalization of theoretical bases of pedagogical stimulation of pupils’ educational activity has been carried out. There have been determined the directions of revealing the problem of pedagogical stimulation of educational and cognitive activity of schoolchildren, such as: theoretical, historical-pedagogical, practical. Specific signs of stimulus as the main category of pedagogical stimulation have been established. The classification of pedagogical stimulation has been given. The essence of stimulation as a social and psychological phenomenon has been revealed. The specifics and factors of the pedagogical stimulation process have been established.The general provisions of the pedagogical stimulation process have been formulated, which help to increase the teachers’ motivation to professional pedagogical activity. These pedagogical conditions of stimulation pupils’ educational and cognitive activity have been allocated: formation of internal motives of educational and cognitive activity; novelty, complexity and practical orientation of the content of educational material; ensuring a sufficient degree of students’ independence in the learning process; organization of interpersonal communication in the primary contact team.