Theoretical aspects of key competences of future teachers of vocational training in theory and practice of high school

Abstract

The theoretical approaches to the problems of the formation of key competencies of vocational training teacher are considered in the article. Different approaches to define the essence of the concepts of «competence», «competency», «key competencies» are presented and classification of key competencies are analyzed. Components of a complex of key competencies of vocational training teachers are determined: information competency, intercultural communicative competency, social and legal competency, competency of self-perfection, activity competency. It is noted that the problem of competence-based approach is not new to native science. Modern scientists continue to study competence-based approach in education, including: the different concepts of «competence» and «competency»; identification of key competencies; use of effective methods and technologies that allow to implement new approaches etc. It is specified that expertise is a combination of knowledge, skills and personal qualities of the individual that can successfully carry out concrete actions in education, which professionally solves problems and issues arising in the social variable conditions and has high expression of pedagogical skills. concepts that should be detailed in a set of knowledge, skills and values for the educational sectors and areas of life. It is indicated that professional competence of pedagogical specialists consists of three groups: the key competencies that are common to modern professionals; general professional competencies that are basic to all pedagogical specialists; special competencies, caused by subject area. It is proved that the key competency of vocational school teachers should be seen as the ability of individual specialist to do professional functions effectively in educational activities to achieve results in educational, social and personal spheres of life based on basic knowledge, skills, experience and personal qualities. В статті розглянуто теоретичні підходи до проблеми формування ключових компетентностей майбутнього педагога професійного навчання. Наведені різні підходи до визначення сутності понять «компетенція», «компетентність», «ключові компетентності» та проаналізовано класифікації ключових компетентностей. Визначено складники комплексу ключових компетентностей майбутніх педагогів професійного навчання: інформаційна компетентність, міжкультурна комунікативна компетентність, соціально-правова компетентність, компетентність самовдосконалення, діяльнісна компетентність.