THEORETICAL APPROACHES TO INTERPRETATION ESSENCE OF CONCEPT «ETHNOPEDAGOGICAL COMPETENCE» OF HUMANITARIAN TEACHER

Abstract

The author proves the importance of introducing the competent approach as the prerogative of solving the problem of professional humanitarian teacher’s preparing and forming his ethnic-pedagogical competence in the conditions of modernization and the development of education in Ukraine that is followed by the processes of globalization and conversion to the new scientific-informational technologies. There is a try to learn the point of ethnic-pedagogical competence among the key competences of humanitarian teacher. We do the analysis of theoretical aspects that were made by domestic and foreign scientists about the interpretation of the sense «ethnic-pedagogical competence» of humanitarian teacher. The existing contextual and structural components of the investigating category are examined. Based on the approaches that are denoted above about the interpretation of the concept «ethnic-pedagogical competence», the author determines that it is the main component of the professional-pedagogical competence, the professional feature of the expert and integrated formation, that is expressed in existing objective presentation, the knowledge about the educational customs accumulated by the population and learnt by nowadays ethnic-pedagogical science, that realizes in skills. These skills allow the teacher to plan the educational process with equal, purposeful and consecutive introducing of the ethnic-pedagogical heritage and achievements of pedagogical science. The directions and ways of investigating the ethnic-pedagogical competence in nowadays psychological-pedagogical science are denoted in this work.