FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE TEACHERS IN THE PRACTICE OF TEACHING PSYCHOLOGICAL DISCIPLINES

Abstract

It is stated that psychological training in pedagogical educational institutions requires rethinking, a radical renewal of the goal, the content of psychological education by strengthening its practical orientation. The need to clarify the conditions, mechanisms and improve the methods of teaching psychology in order to form professional competence in future teachers is noted. The competencies that can be developed in the teaching of psychological disciplines are identified: diagnostic, socio-psychological, socio-perceptual, personal, autopsychological, ensuring professional development, selfregulatory, learning (self-learning and mutual learning), upbringing (self-upbringing and mutual upbringing), development (self-development and mutual development) of students, communicative, as well as components and mechanisms of their formation. It is noted that the formation of professional competence in future teachers in the study of psychology is an important stage in the general development system during training at a university. Its specificity is determined by the emergence of a special professional position in students, which includes personal (motivational focus on the student), activity (system of educational and professional actions) and reflective and evaluative components. The conditions for the formation of professional competence in future teachers by means of psychological disciplines are defined: focus on the subjectivity of the student and personal orientation, the creation of a creative environment, inducement to reflexive activity, problematization of the educational process, ensuring the formation of professional identity and motivation. It is noted that an important indicator of the professional competence of a future teacher is his ability to independently solve problems that are determined by the conditions of real pedagogical activity.