MODELING COMPETENCE AS A GUIDELINE AND RESULT OF PREPARING FUTURE TEACHERS TO THE MODELING OF THE LESSON IN CONDITIONS OF THE VARIABILITY OF PRIMARY EDUCATION

Abstract

The article raises the problem of the formation of professional competence of future elementary school teachers, in particular, its component, which ensures the teacher’s willingness to model and conduct lessons in conditions of the variability of primary education. Thus, a thorough analysis of the scientific and pedagogical literature showed that the basis of modeling competence as a guideline and the result of professional training of future primary school teachers for model- ing lessons is didactic and methodological competence, which are in the hierarchy of the highest order. In its essence, modeling competence is an integrated professional neoplasm, which is based on the recogni- tion of pedagogical modeling as a personally significant process for one’s own professional activity; the ability to simulate the lesson in the conditions of the variability of primary education, to carry out an analysis of the implementation of the pedagogical plan. The process of its formation involves students mastering a system of knowledge about the structure of thematic planning, lessons of various types and skills in organizing the educational and cognitive activities of primary education students, that is, forming the ability to create models of lessons based on variational methodological approaches, taking into account the subject specificity and effectively implement them. The paper also describes the structure of modeling competence, which is represented by the unity of three components: motivational-axiological, cognitive-operational and productive-creative. The first component performs the regulatory function, its formation ensures the effectiveness of the professional knowledge of future primary school teachers, awakens their interest in modeling activities, stimulates the creative personal growth. The second one is based on didactic-methodical knowledge and the ability to carry out lesson mod- elling. The third is to develop skills of reflection of the quality of realization of the own pedagogical plan,
stimulation to self-development and self-perfection.