Essence of Methodical Competence of Computer Sciences Teacher.
Journal Title: Вісник Житомирського державного університету імені Івана Франка - Year 2018, Vol 95, Issue 4
Abstract
The change to the competence paradigm in education makes the problem of teachers’ methodical competences development particularly relevant. The analysis of the problem of implementation and development of the competence approach allows to identify the methodological competence as one of the components of the key competencies of the specialist, as well as to establish it as a requirement for the development of professional competence. The analysis of scientific-methodical and pedagogical literature testifies to a wide range of views of scientists and teachers on the essence of such concept as methodical competence. Despite the important role of methodological training of teachers in their practice and the impact of the level of their methodological competence on the effectiveness of the educational process, the term "methodological competence" today is not enough defined. The purpose of the article is to study the essence of the concept of methodical competence of a computer science teacher, particularly its characteristics, structure and functions. In the course of the research the following methods were used: general scientific methods (analysis and synthesis, induction and deduction), methods of theoretical level (analysis of scientific, educational and methodical literature on the understanding of the concepts of "methodical" and "professional competence''); methods of empirical level (pedagogical observation, conversations, generalization). Methodical competence acts as an integrated personal professional characteristic of the teacher, requiring a multidimensional approach to the study of this concept. The essence of the concept of methodical competence is realized through its functions. Methodical competence of the prospective computer science teacher is considered by us as a combination of three components, namely: affective, cognitive, activity. The development of the affective component contributes to the implementation of motivational and value functions; the development of the cognitive component is aimed at the implementation of the gnostic function; the development of the activity component contributes to the implementation of communicative and reflexive functions. Consequently, the formation of each component is associated with the formation of its characteristics and properties as part of an integrated system.
Authors and Affiliations
S. І. Pochtovyuk
Keywords
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