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| № 3 (106) 2015
17 Competence approach means the gradual reorientation of the dominant educational paradigm with pref- erential transmission of knowledge, the formation of skills to create conditions of mastering complex competencies, meaning potential of the teacher, the ability to self-realization in today’s multi-factor of socio - political, market - economic, informational and communicative pervaded space. An integral part of professional and pedagogical skills of teachers is considered to be his professional competence. The con- cept of “competence”, which characterizes the fusion of theoretical and practical readiness of the person to carry out any activity, is widely used today in the theory and practice of general and vocational education. A.K.Markova [2] distinguished the several types of professional competence, the presence of which indi- cates the maturity of the person in professional work: • special competence - owning his own professional activities at a high level, the ability to design their further professional development; • social competence - possession of a joint professional activity, cooperation, and adopted the profes- sion of professional communication techniques; • social responsibility for the results of their labor; • personal competence - possession means of personal expression and self-confrontation means a pro- fessional deformation of the person; • individual competence - possession of ways of self-realization and development of individuality with- in the profession, commitment to professional and personal growth, self-organization and self-rehabilita- tion. The originality of pedagogical activity makes them unacceptable presence of a highly specialized com- petence and professionalism of the teacher is a combination of all kinds of professional competence. In addition, the competence of the teacher can be seen as the unity of the overall competence required for a person regardless of his profession, competence in the field of the science, the foundations of which he teaches, and psycho-pedagogical competence. Regardless of the types of teacher’s competence in each of them consists of two main components: 1) a system of knowledge that determines the theoretical readiness of the teacher; 2) a system of skills that forms the basis of its practical readiness for the implementation of professional activities. Generic requirements for the level of theoretical and practical readiness of the teacher are in qualifying characteristic of the graduate, received a special “teacher”, presented in the state standard of higher edu- cation. Today, a significant problem of increasing the level of the future teachers’ professional competence is to think freely and actively simulate educational and educational process, implement new ideas and tech- nology training. This allows to the teacher, first a positive influence on the formation of pupils creative abilities in the process of educational work; secondly to achieve better results in their professional activi- ties; thirdly, to realize their own professional opportunities. Formation of the teachers professional competence through the content of education, which includes not only a list of subjects, but also the skills and, that are formed in the process of mastering the subject by means of the teacher s active position, political and cultural life. All this create and develop the personality of the teacher in complex, so that the personality has a way of self-development and self-improvement, that will ensure the effective functioning of the teacher , as a subject is a professional in the “a man - a man.” Responsibility for the improvement of professional knowledge and skills is not only the institution of the educational system, but also the teacher, so he must possess a wide range of abilities and skills of self-education, in particular abilities and skills on the Internet. Using the Internet as a service tool has many advantages over traditional forms of professional self-improvement of teachers: - large selection of educational services large variety; - intelligent nature of many virtual educational services guarantees necessary for self-education teacher feedback; - unique opportunities for cooperation and exchange of experience. These advantages may be appreciated only by learning to work in the Internet, that is, to find the neces- sary resources and to use them for self-education. In modern conditions of education, special attention should be paid to the construction of a class. Any activity should be focused, designed, orchestrate, and then should be executed, analyzed, evaluated. Con- |