The article is devoted to the problem of the essence of the concept of «professional competence of teachers of preschool educational organizations» in pedagogy. The urgency of the problem is substantiated. The analysis of psychological, pedagogical and methodological literature is carried out to study the views of domestic teachers on the essence of the concept of «professional competence of teachers of preschool educational organizations».
Keywords: professional competence, teacher, preschool educational organization, concept, labor activity.
In modern preschool educational organizations, the teacher is a direct participant in the innovation process, as a result of which the need for a teacher who is able to carry out professional activities based on a creative approach and modern scientific achievements has increased. The Order of the Ministry of Education and Science of the Russian Federation No. 1155 dated October 17, 2013, which entered into force on January 01, 2017, prescribes the requirements for the professional competence of a teacher of a preschool educational institution [4]. In this regard, the teacher of a preschool educational organization should have a high level of professional competence development.
The purpose of the study is to conduct a theoretical review of psychological, pedagogical and methodological literature in order to analyze the problem of the essence of the concept of «professional competence of teachers of preschool educational organizations» in pedagogy. The study was conducted using the methods of: theoretical analysis of scientific literature.
Starting to study the essence of the concept of «professional competence of teachers of preschool educational organizations», it is necessary to distinguish between the concepts of «competence» and «competence». In education, these concepts are often used synonymously. In the explanatory dictionary edited by D. I. Ushakov, these two concepts are separated. «Competence is a range of issues in which a given person has authority, knowledge, experience» [5. p. 599]. In turn, «competence» means «the quality of a person who has comprehensive knowledge in any field and whose opinion is weighty, authoritative» [5. p. 600]. «Competence is the structural components of competence» [1. p. 9].
To reveal the essence of the concept of «professional competence of teachers of preschool educational organizations» in pedagogy, we will consider the views of domestic teachers on this problem.
The famous teacher V. A. Slastenin believes that «professional competence is an integral characteristic of the business and personal qualities of a specialist, reflecting not only the level of knowledge, skills and experience, but also the socio-moral position of the individual» [2. p. 15].
V. V. Vvedensky unites such concepts as «professionalism», «qualification», «professional abilities» in the definition of professional competence. V. V. Vvedensky says that «professional competence has a set of properties and conditions, there are many personal qualities and abilities» [2. p. 17].
Russian teacher, Doctor of Pedagogical Sciences V. A. Adolf understands professional competence as «a complex education that includes a complex of knowledge, skills and qualities of a person that provide variability, optimality and effectiveness of the construction of the educational process» [3. p. 56].
K. V. Shaposhnikov considers the concept of professional competence as «the desire and ability of a teacher to take on the choice of effective problem solving in the implementation of professional activities» [3. p. 57].
A. P. Akimova considers professional competence in a narrow and broad sense. In a narrow sense, professional competence «is the sum of skills, skills, knowledge acquired during training». If we consider this term in a broad sense, it is «the level of success of interaction with the environment» [2. p. 16].
Doctor of Pedagogical Sciences V. Y. Krichevsky identifies four types of professional competence: functional, intellectual, situational and social. Functional professional competence is characterized by «professional knowledge and the ability to implement them». Intellectual professional competence «is expressed in the ability to think analytically and implement an integrated approach to the performance of their duties». Situational professional competence «a process that allows you to act in accordance with situations». Social professional competence presupposes «the presence of communicative and integrative abilities». All of the above components are the professional competence of teachers of preschool educational organizations, according to V. Y. Krichevsky [3. p. 56].
A group of scientists from St. Petersburg considers the professional competence of a teacher of a preschool educational organization as a system of «characteristics that determine the ability of a teacher to solve professional tasks and problems that have arisen in the course of work, using knowledge, professional and everyday experience, values and inclinations» [1. p. 10].
Teacher V. A. Bolotov characterizes professional competence as education, «a way of existence of knowledge, skills that contribute to personal self-realization» [2. p. 17]. Within the framework of the term professional competence, N. I. Zaprudsky understands as «a system of knowledge, skills and abilities, professionally important personality traits that ensure the ability to perform professional duties at a certain level» [2. p. 20].
Doctor of Pedagogical Sciences B. S. Gershunsky considers professional competence as «the level of education of a teacher». He says that «professional competence is based primarily on the level of personal professional education, in addition to this on the experience and own abilities of the teacher, his desire for self-development and creative attitude to his own business» [2. p. 21].
Thus, we share the position of the Russian scientist, Doctor of Pedagogical Sciences V. A. Slastenin, and we believe that the professional competence of teachers of preschool educational organizations is the willingness of teachers to use professional knowledge, skills, practical experience for productive work, a set of general and specific professional attitudes that allow a teacher to cope with specific pedagogical situations arising in professional activity.
As a result of the theoretical analysis of psychological, pedagogical and methodological literature, it can be concluded that the professional competence of teachers of preschool educational organizations within the framework of pedagogy is considered as a characteristic of the qualities of training a teacher who is ready to effectively carry out work. Professional competence is considered from two sides, as a «production component of general cultural competence» or as «the level of education of teachers of preschool educational organizations».
References:
- Vasilyeva D. V. On the problem of formation of professional competence of preschool educational organization educators [Electronic resource] / D. V. Vasilyeva, // Concept: electron.scientific. method. Journal. — 2017. — No. 6. Access mode: http://e-koncept.ru/2017/770036.htm.
- Lukyanova M. I. Professional competence of a teacher: a theoretical analysis of the concept [Text]: /M. I. Lukyanova // Management of a preschool educational institution. 2019. No. 1. pp. 15–21.
- Poznyak L. V. Head of the DOE management system [Text]/ L.Vpoznyak // Preschool education. 2019. No. 1 p. 55–57. 3. Order of the Ministry of Education and Science of the Russian Federation No. 1155 of October 17, 2013 as amended on 21.01 2019. [Electronic resource] / Access mode:https://docs.cntd.ru/document/499057887 / (date of access to the resource 9.10.2021)
- Ushakov D. N. Spelling dictionary [Text]: / D. N. Ushakov, S. E. Kryuchkov; 64th ed., reprint. and additional — Moscow: Publishing house «AZ», 2016– — 599 -600s.
