INTEGRAL COMPETENCE AS A COMPONENT OF PROFESSIONAL TRAINING FUTURE SPECIALISTS SPECIALTY 013 PRIMARY EDUCATION

Abstract

The article summarizes theoretical research on the content of integral competence as a component of the professional training of future specialists in the specialty 013 Primary education. The role of the competence approach is revealed, which is based on the content of the concept of "competence" defined by the Law of Ukraine "On Education" and can be partially specified in the characteristics of integral competence. The current stage of scientific rethinking of the content and role of the principle of integration in the course of organizing the educational process is presented, which is characterized by the processes of in-depth study of scientific predictions about the value principles of integrability within the limits of the competence approach, through a versatile analysis of the concept: in the plane of characteristics of the integral connection of constituent parts; research of directions and tools for the implementation of the principle in different variations of use; determination of relevant criteria of integrability within the limits of psychological and pedagogical phenomena in the education system. One of the aspects of the formation of integral competence, which is supported by the theory of taxonomic construction of educational goals of B. Bloom, is characterized. Based on the importance of using taxonomy in the context of systematization of educational goals, B. Bloom's theory of taxonomic construction of educational goals is characterized in terms of competence measurements, the totality of which characterizes the content of integral competence and is built from six leading categories, each of which consists of certain constituent elements. The concept of "integral competence" is characterized, which presents the generalized mission of professional training and is presented in the Standards or projects of the Standards of Higher Education of Ukraine, the National Framework of Qualifications. It is noted that the content of "integral competence" generates a system of general and professional competences that make it possible to effectively implement labor functions in order to provide quality educational services.