THE STRUCTURE OF SOCIAL COMPETENCE OF FUTURE TEACHERS AS A DIDACTIC PHENOMENON RESEARCH

Abstract

The problems of formation of the social competence of future teacher are connected with the fact that the real conditions of specialists’ training in a higher school does not meet modern requirements. The object of the article is to generalize and to present integrally and focused the main didactic statements that provide the basis for the problem of understanding the structure of the social competence of future teachers research. Based on the implemented analytical and general study of the problem of understanding the structure of the social competence of an individual as a whole and the social competence of specialists of different areas, we try to suggest an author’s definition of the social competence of the future teacher as a didactic phenomenon. The social competence of the future teacher is understood as the ability and willingness to interact freely with social environment at the level of an overall society and groups of subjects of educational activity of diverse amount as a mature socially competent person, that can be manifested through the presence of socially meaningful knowledge; the formation of appropriate skills and their application on the conscious, motivational and value basis; and the usage of the acquired and relevant important experience in solving various socially significant situations in the educational process and types of non-educational activities attached. The structure of the social competence of the future teacher is also understood as a set of components, which, in their turn, can be divided into elements, which interact with the system and synergetic level as separate and interrelated didactic systems, capable of self-organization within the framework of an integral pedagogical (didactic) system, which the social competence appears to be together with the process of its formation and development. The structure of social competence of the future teacher consists of the following components: motivational and socialization (the motivation of the socialization of the personality of the future teacher); value-based and orientation (social value orientations); social and contensive (content filling of the educational process in the context of social competence formation as a competence of the lower hierarchical order, together with the reflexive competence in terms of the social and reflexive competence of the future teacher); subjective and active (the involvement of the subject of the educational process of higher pedagogical educational institution to the social and subjective activities as a mean of active personal socialization of the future teacher); social and analytical (gaining the ability to evaluative and reflexive activity in solving socially significant situations during the educational process).