Structure of professional competence of future primary school teachers

Abstract

At the present stage of the development of Kazakhstani higher education in the context of the transition to the updated content of education, the problem of future primary school teachers’ professional training is relevant. It is not enough to identify the problems in the training of future specialists in the field of primary education in order to list the competencies that a graduate should master. It is reasonable to consider the model of the predicted result as a system of interrelated components. In this regard, this study aims to identify and substantiate the structural components of the professional competence of primary school teachers. The main methods of studying this problem are comparative and model methods, which allow to to take account of various research approaches for understanding the structure of teachers’ professional competence. The results of the study indicate the process of developing analytical, diagnostic, and prognostic professional actions make up the structure of the professional competence of an elementary school teacher, other important characteristics of the teachers’ professional development, such as communicative, are also being successfully improved, which also confirms the integrative basis of the structure of professional competence.