На защиту выносятся следующие положения

1. Методологическими основами формирования профессионально-дидактической компетенции у будущих учителей начальных классов выступают теория познания, деятельности и системности;

2. Теоретическими основами формирования профессионально-дидактической компетенции у будущих учителей начальных классов являются личностно-ориентированное образование, теория непрерывного педагогического процесса, теория межпредметной интеграции;

3. Научно-методическая система формирования профессионально – дидактической компетентности будущих учителей начальных классов, состоящая из методологического, теоретического, учебно-методического и информационно-технологического обеспечения.

5. Модель формирования профессионально – дидактической компетентности будущих учителей начальных классов включает в себя цели, задачи, педагогические условия, содержание, методы и средства обучения, технологии, методику формирования и результат.

6. Профессионально – дидактическая компетентность будущих учителей начальных классов, дающая возможность дать образование подрастающему поколению - будущему нашей страны, научного видения картины мира.

Дальнейшее исследование проблемы может быть проведено в направлении расширения диапазона проектирования дидактических систем,

обеспечивающих внутрипредметную и межпредметную интеграцию в совокупности с индивидуализацией и дифференциацией развивающего обучения.


SUMMARY
BARSAY BAKHYT TELZHANKYZY
Scientific-pedagogical foundations of professionally-didactic competence of future teachers of elementary classes
13.00.08 – Theory and methods of professional education
Topicality of the research.

1) The primary school teacher’s professionally-didactic competence is groundless from the scientific point of view, as a basic element of pedagogical competency;

2) Currently the primary school teacher’s professionally-didactic competence is necessary in a comprehensive school;

3)Absence of scientific-methodical system in the formation of professionally-didactic competence of future primary school teachers;

4) Lack of students’ special courses in the formation of professionally-didactic competence

5) Lack of figures and criteria for determination of maturity level in the formation of professionally-didactic competence of future specialists

• 
  If the pedagogical process in the university will be based on the scientific and theoretical, and scientific-methodological theory, which are directed for the actuality and development, the formation system of future primary school teacher’s professionally-didactic competence is created and it will be implemented;
  
• 
  If formation model of future primary school teacher’s professionally-didactic competence will be created and methods of its learning will be offered and it will be learned by students of higher education establishments to some extent;
  
• 
  If there are favourable conditions for use of modern pedagogical and information technologies by primary school teachers, then future teachers’ professionally-didactic competence will be formed at the highest level, professional quality of teachers will be improved, since there occurs a possibility for improvement of professionally-didactic competence of future primary school teachers.
  

- Grounded theoretical and methodological principles of forming professional and didactic skills of future primary school teachers.

- Determined the essence and contents of conceptions of “didactic competence of future teachers of elementary school "," professional-didactic competence”.

- Collaborated a system of professionally-didactic competence of future teachers of primary classes.

- On the basis of the unity of motivation, content, technology and efficient components designed structurally informative model of professional didactic competence of future teachers of elementary classes and defined criteria and indicators.

- Created a method of forming a professional-didactic competence for future elementary school teachers and recommendations on a broad introduction to the educational process of higher education experience in the preparation of elementary school teachers.

1. The methodological basis of primary school teacher’s professionally-didactic competence formation.

2. The theory of personal-directive education, the theory of pedagogical tendency, the theory of action are the theoretical basis of formation of professionally-didactic competence while training of future primary school teachers;

3. Theoretical basis on development of professional and didactical competency system on training teachers of initial classes – the theory of personally-directed education is the principle direction in development of professional and didactical competency of future initial form teachers, theory of pedagogical process – is a subject of development of professional and didactical competency of future teacher, the action theory – is methodological basis of development of professional and didactical competency of future initial form teachers, and occupational directivity of person – is considered to be the basis of development of professional and didactical competency of future initial form teachers.

4. «Future primary school teacher’s professionally-didactic competence is determined as personal basic qualities of a teacher and psychological and pedagogical and theoretical knowledges, compliance with professional and didactic competence, ability to uninterruptedly develop personal and professional qualities» «scientific basics of all primary school subjects, their content, general training method, as well as a method associated with the specific character of a certain subject, a full acquirement of the technology, applied in training, the didactical requirements of training process (professional qualities, determined by principle and regularity of training, form of training, guidelines, results evaluation methods, etc), enough knowledge for implementation, learning, ability, skills», are recommended as a basis of determining the competency for the primary school teachers.

5. The scientific-methodical system of primary school teacher’s professionally-didactic competence formation is offered by “general to personal” logic, on the basis of methodological, theoretical, guidance and informative and technological provision.

6. Methodological, theoretical, methodical and technologic components are - the pattern of development of professional and didactical competency of future initial form teachers that is formed according to components, on the ground of parameters, indications and levels.

7. Professional and didactical competency of future initial form teachers gives them an opportunity to educate the oncoming generation - the future of the country in a professional level.

In the future, the study may be the direction in the aspect of learning research skills of students, as well as the problems of formation of the students’ different types of competence: information, communicative.