On the Issue of Introducing a Competence Approach in the Process of Professional Training of the Future Teacher of Natural Sciences

У статті розглянуто історичні передумови впровадження компетентнісного підходу в освіту. Уточнено ієрархію основоположних понять «компетентнісний підхід», «компетенція», «компетентність». Проаналізовано погляди провідних вітчизняних і зарубіжних дослідників на сутність компетентнісно-орієнтованої освіти. Акцентується увага на базових положеннях компетентнісного підходу в освіті. Установлено етапи досягнення якісного результату освіти у вищій школі. Обґрунтовано освітні цілі, які досягаються за умови впровадження компетентнісного підходу в підготовку майбутнього вчителя та визначено загальнодидактичні принципи побудови змісту навчального процесу. Запропоновано перелік фахових компетентностей у підготовці майбутнього вчителя природничих дисциплін.In the article the historical preconditions of introduction of a competence approach in education are considered. The hierarchy of the basic concepts "competence approach", "competence", "competency" is clarified. It has been established that competence and competency are interdependent concepts. The first is considered as a non-personality characteristic, which is given to a certain range of subjects and processes and is necessary for qualitative productive activity towards them. The second - as a set of personal qualities and abilities acquired in the process of education and necessary for the effective implementation of a particular activity. The views of the leading domestic and foreign researchers on the essence of competence-oriented education are analyzed. The emphasis is made on the basic provisions of the competence approach in education. Stages of achievement of qualitative result of education in higher school are established: literacy, education, competency. The educational goals, which are achieved with introduction of a competence approach in the training of the future teacher, are substantiated, and general-didactic principles of constructing contents of the educational process are defined. Four groups of professional competences (subject, psychological-pedagogical, professional-communicative, ecological) are proposed in the preparation of the future teacher of natural sciences and their structure is substantiated. Subject competence is the ability to practice the application of the acquired knowledge and skills to understand the ways of their implementation in a particular educational field. Ecological competence is the ability to apply a system of knowledge, skills and experience of environmental activities in professional and life situations, understand and explain the strategy of sustainable development of society and nature; have a practical experience in communicating with nature, a desire to take personal involvement and bring up in students the desire to restore and preserve her. Formation of the above-mentioned professional competence of the future teacher needs to determine the optimal pedagogical conditions and technologies of organizing the educational process in the institution of higher pedagogical education, development of an appropriate evaluation toolkit to check the level of their formation