The article substantiates the importance of communicative competency for a modern professional, the professional activity of a teacher and specifically a preschool teacher. The results of studying individual components of communicative competency among teachers of preschool educational organizations are presented. The deficiencies in its development are highlighted and the possibilities of the educational process in a higher educational institution and methodological support in a preschool educational organization in the development of this competency are shown.
кандидат педагогических наук, доцент, кафедра педагогики и психологии детства, Федеральное государственное бюджетное образовател ьное учреждение высшего образования Омский государственный педагогический университет, г. Омск Аннотация: в статье рассматриваются аспекты феномена лидерства применительно к системе образования. Abstract: the article discusses aspects of the phenomenon of leadership as applied to education.
The article clarifies the importance of self-organization and self-development for the professional activity of a teacher in the context of the fourth industrial revolution from the standpoint of competence-based and analytical approaches. The reasonableness of the general formulation of a single “Self-organization and self-development” competence in the Russian Federation Federal State Educational Standards of Higher Education is shown. The article describes the empirical study results of the peculiarities of understanding by pedagogical university students separately the competences of self-organization and self-development, as important factors of their general professional expertise. The novelty of the research is based on the identification of motivational, cognitive, and activity components. It was revealed that the highest generalized mean values were obtained for the cognitive and motivational components of the future teachers’ ideas about professional self-development, self-organization and the achievement of professional expertise. The lowest mean values were obtained for the action-oriented component. The obtained results of empirical research can be used in the development of training courses, aimed at increasing the level of students’ competences in this area.
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