Тhe phenomenon of competence of a future teacher in the context of modern paradigms

Abstract

The article is devoted to the analysis of paradigmatic approaches to the education system in the context of historicism. It is proved that the education system, being part of the social system, constantly responds to changes in society, offering different approaches, models of building educational processes, there is a search and competition of different paradigms, usually aimed at individualization and humanization of education. The interpretation of the concept of “paradigm” is clarifi ed, which presupposes not only the theory, but also the way of acting in science, the model, the sample of solving research problems. In other words, a paradigm is a certain way for a scientifi c society to see acceptable scientifi c problems and methods of solving them, as well as certain aspects of reality that need to be explored. The socio-historical situation at the beginning of the 21st century requires a new paradigm based on understanding the problems facing world civilization, a different quality of life that a person must provide for himself in the context of global interconnectedness, integrity and unity of the world.
The author emphasizes the problem of improving the education system through the introduction of a competency-based educational paradigm, which is actively discussed in modern pedagogical science. The purpose of the article is to carry out a theoretical analysis of scientifi c approaches to substantiate the concepts of «paradigm» and «educational paradigm», as well as outlining the importance of a competency-based approach to teacher training in the context of modern educational paradigms. The main provisions and advantages of the competence educational paradigm are substantiated. It is determined that the competence approach to the content of education puts in the fi rst place not the student’s awareness, but the ability to solve problems that arise. Within the competence approach, such phenomena as «student-centered learning», «academic and professional transparency» and the like are gaining relevance and popularization. It was found that the paradigm of education should be focused on the new needs of society; developing a new system of values in youth and new subject-subject relations between the teacher and the student, when the teacher helps the student to learn more than he teaches him; formation of such motivation of training which is focused on actualization of own system of values; overcoming the technocracy of education; providing the educational process with new methods with a humanistic orientation.