THEORETICAL ISSUES OF THE FORMATION OF PRIMARY SCHOOL TEACHERS’ LOGOCOMPETENCE

Abstract

The article deals with theoretical issues of the formation of primary school teachers’ logocompetence in the aspect of complex assistance, given to the children with difficulties in writing skills formation and writing disorders. The author researches the content of such terms as «competence», «professional competence of teachers», presented in modern scientific literature. In the article the integrative character of the term «primary school teach- er’s logocompetence» is emphasized. The author has also identified its structure. It is noted that the success of a child with difficulties in writing skills formation and writing disorders depends on the competence of a teacher, his or her desire to understand the problem, ability to provide correctional and pedagogical assistance his or her desire to understand the problem, ability to provide correctional and pedagogical assistance.