PROFESSIONAL COMPETENCE OF THE HISTORY TEACHER OF THE PROFILE SCHOOL AS A SUBJECT OF THE EDUCATIONAL PROCESS

Abstract

The article is devoted to the definition and substantiation of the essence of the concept of professional competence of a teacher of history of a profile school in the context of his professional growth. The article describes the concepts of “competence”, “professional competence”, “professional competence of the teacher”, “profile school”, “professional competence of the teacher of the history of the profile school”, the basic principles and tasks of profile education in Ukraine are analyzed. The normative substantiation of the profile school activity in the general secondary education system and its importance in the process of vocational guidance and professional training of its own graduates − future specialists are outlined. Emphasis is placed on the status of the profile educational institution as a delineated legislative and educational system, one of the important segments of the new state policy of vocational guidance. The task of the work was to reflect the necessary components of the level of professionalism of the teacher of the history of the profile school through the prism of the components of the professional competence of the subject-teacher, taking into account the specific activity of the profile educational institution, and its personnel requirements for the teacher as a subject of educational and educational process. The author emphasizes the importance of the inner personal qualities of the teacher in the process of his own professional growth, which stimulate the basic development of him as a teacher in general, and specifically subject, defined by his specialty. The key professional skills of the history teacher are described, the operation of which determines both the general level of professionalism and the core vector of accumulation of further pedagogical experience. The general requirements for the level of knowledge of the history teacher as a subject are defined. The normative guidelines of the subject activity of the teacher with regard to the initial provisions of educational programs in history, both standard level and profile, are outlined. Emphasis is placed on the importance of the work of the history teacher and his responsible role before the task of developing literacy in the interpretation of the processes of historical development of society.