THE STRUCTURE OF PROFESSIONAL COMPETENCE OF A TEACHER

Abstract

In this article, the professional competence of a teacher is considered as a set of generalized knowledge, skills and abilities that ensure the implementation of the content of state educational standards. The most common skill is the ability to think and act pedagogically, closely related to the ability to subject facts and phenomena to theoretical analysis. Ideally, the full compliance of the teacher with the requirements of the qualification characteristic means the formation of the ability to think and act pedagogically integrating the whole set of pedagogical skills. Regardless of the level of generality of the pedagogical task, the completed cycle of its solution is reduced to the triad "think — act — think" and coincides with the components of pedagogical activity and their corresponding skills. As a result, the model of professional competence of a teacher acts as a unity of his theoretical and practical readiness.