Transversal competences of a modern teacher in the context of the training for the work in the new Ukrainian school

Abstract

The research reveals categorical, conceptual and theoretical, scientific and pedagogical parameters of the problem related to transversal competences formation of future teachers in the context of their training for the work in the New Ukrainian School (NUS). The paper aims to highlight terminological, conceptual and structural parameters of transversal competences phenomenology in the context of future teachers training for the work in the New Ukrainian School. The term “transversal competence” describes competences which realise the transfer of the acquired knowledge, abilities and skills systems in the plane providing the solution of tasks and situations belonging to real life practice through expressing person’s individual metacognitive potential. Taking into account the recent researches, the professionally significant transversal competences of a modern teacher were analysed and classified; instrumental, interpersonal and integral competences were specified. The study concludes that transversal skills acquired by the teacher of the New Ukrainian School are a complex of instrumental (implemented into practice), interpersonal (individually generated) and system-based (integral) competences which realise the transfer of the acquired knowledge, abilities and skills systems in in the plane providing the solution of pedagogical and professional tasks, as well as situations within educational practice through expressing person’s individual metacognitive and professional potential. The performed diagnostic analysis provides the information about future teachers’ awareness of the conceptual-terminological matrix of “transversal competence” phenomenology in the context of training them in performing their future professional activity in the New Ukrainian School. The level of future teachers’ awareness of the functional role of transversal competences in the effective training enabling future teachers to perform their professional activity in the NUS is identified as unsatisfactory.