КРИТЕРИИ ФОРМИРОВАНИЯ ЛИТЕРАТУРНОЙ КОМПЕТЕНТНОСТИ БУДУЩИХ УЧИТЕЛЕЙ

Аннотация

this article is one of the strategic objectives of higher education for the training of professional teachers who, according to international experience, are able to work in an innovative educational practice and introduce innovations. Keywords: education, experience, socio-economic life, professional activity, future teacher. КРИТЕРИИ ФОРМИРОВАНИЯ ЛИТЕРАТУРНОЙ КОМПЕТЕНТНОСТИ БУДУЩИХ УЧИТЕЛЕЙ Аннотация. данная статья является одной из стратегических задач высшего образования по подготовке профессиональных педагогов, способных, согласно международному опыту, работать в условиях инновационной образовательной практики, внедрять инновации. Ключевые слова: образование, опыт, социально-экономическая жизнь, профессиональная деятельность, будущий педагог. The great changes that are taking place in the socio-economic life of modern society are qualitatively changing the content and character of professional activity, qualities that determine the level of socio-professional mobilization of future teachers, competitiveness (the spontaneity and unity of theoretical knowledge and practical training, professional competence, flexibility and professional mobilization, the acquisition of methods for solving professional tasks, the ability to, preparation for regular enrichment of his practical experience). In pedagogical science, the concept of psychological and pedagogical competence is concluded that the educator achieves the highest level of results in the educational process, has high professional potential, as well as communicability and positive qualities. In the process of education and upbringing, the personality of an educator, his professional skills are important in the formation of the potential and worldview, in which young people acquire the knowledge, manners, customs, culture and labor skills accumulated by ancestors, take their rightful place in society on the basis of life experience. At the same time, the formation of qualities in young people that will be necessary for 503 solving new issues and problems arising from the demand for the period is a priority of the field of pedagogical activity. To do this, first of all, the educator himself must be composed of skills to give a new level of knowledge, to be able to engage in creative activities in accordance with changing labor and life circumstances. Competencies required of future teachers are distinguished into the following types: − regular enrichment of their knowledge by the future teacher, readiness to improve the acquired qualifications, be able to apply all kinds of Information Communication, Information Technology and teaching tools in the educational process; − have skills and qualifications; - an realized and independent activity (positive thinking, goal setting, correct use of educational literature and additional resources); − to be able to feel responsible for their actions in initiative; − to be able to maintain a critical mind and positively deal with problem situations that arise in the course of the lesson; − to establish a pedagogical dialogue based on cooperation, mutual understanding, empathy, mutual respect and trust;-to have deep professional erudition. The criteria for the professional erudition and ability of the future teacher include: social erudition – the ability to organize a form of effective interaction with the audience during the lesson, find a language with young people and be able to form a healthy spiritual environment. Methodological erudition is the ability to convey all knowledge, those who have seen and forgiven to young people in an understandable, fluent language, the effective use of educational technology and methods. Specialization erudition is the ability to have deep and comprehensive excellent knowledge in the field of his science and subject, to work on himself. The heuristic thinking of the future teacher is manifested in the high level of novelty of the product created by him. This requires future teachers to have the motives, striving to solve the problems posed to them on the basis of logical analysis. Only when teachers seek to solve problems in the light of methods and techniques familiar to them does they develop the need to seek new knowledge. This need provides future teachers with the opportunity to solve problems. This need encourages prospective teachers to be active in solving problems. Creativity regularly makes it possible to carry out actions such as going beyond the scope of a particular activity, enriching existing knowledge, developing concepts, striving to create new content, mastering knowledge that is not provided for in the curriculum. The main criterion for assessing the results of heuristic activities formed in students consists in determining the personal-professional development of students, the possibility of comparing them with oneself at a certain period of Education. Control and evaluation of activities, results of students related to professional creative development and im