TEACHER'S PROFESSIONAL COMPETENCE IN THE CONTEXT OF THE ACTIVITY APPROACH

The article’s purpose is to justify the concept «professional competence», to outline its main competence and the componence as constituent elements of professional competence; to clarify the focus of competent paradigm to the active cognitive activity; to examine the formation of professional competence in the context of the activity approach. Methodology. Of particular importance are the methodological and technological skills that provide the choice of effective methods, the introduction of innovative technologies. Priority for the teacher is organizational skills related to the specifics of teaching the discipline. Outlined components of professional competence are formed in the process of development of cognitive activity. There is a correlation between professional competence and cognitive activity. Professional competence is a complex concept. It includes linguistic, speech, communicative, activity, motivational, linguistic, socio-cultural, methodological and other. The core of the formation of these competencies is activity. Implementation of a learning approach in the learning process contributes to the successful formation of the competences identified. Professional competence is examined as possessing means of cogniting yourself in the world, the ability to the complete personal self-expression, self-organization, self-improvement, the ability to direct the educational process to the development of practical skills and proficiency in the knowledge of a foreign language as a mean of communication in different life situations. It is emphasized in the article that the professional competence is based on the practice. It is also outlined the main components of professional competence among which are motivational valuable component, active practical component and cognitive creative component. The motives are examined as the regulations of the future human actions, the taxonomy of values is disclosed. The active practical component of professional competence includes theoretical and methodological knowledge of the professional subjects, pedagogy and psychology. The cognitive creative component includes design skills which provide professional activity, methodical, technological and organizational skills. Scientific novelty. It is for the first time when in the context of activity approach the connection between the components of cognitive activity and the main elements of professional competence is disclosed. Conclusions. The received results of the research confirm the positive influence of using the activity approach in the process of professional competence formation. The further development of the research is perceived in the formation of cognitive activity skills