Prognostic Competence as a Predictor of a Successful Professional Activity of Future Teachers

Abstract

The relevance of the study of prognostic competence is determined by common world development trends, objectives of the current educational policy of Russian Federation, as well as by the requirements of the modern system of education which requires teachers with well-developed prognostic skills. Due to modern trends in education and the need for effective implementation of practical pedagogical activity, the ability to predict becomes one of the priority areas in the professional activity of a teacher. Future teachers must be able to anticipate changes in the educational space, flexibly modify the available information in the context of their professional practice, and build educational process on the basis of scientifically based forecasts. In this regard, the purpose of the article is to reveal the specifics and theoretically substantiate the importance of prognostic competence in professional activities of future teachers. We used the following theoretical research methods: analysis; synthesis; concretization; generalization; analogy method. The article reveals the specifics of the concept of prognostic competence, its features and significance for a successful professional activity of teachers. The materials of the theoretical review and analysis of modern literary sources presented in this article allow us to conclude that a well-formed prognostic competence is a prerequisite for a high-quality and productive professional activity of future teachers.