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Competency principles of teacher’s professional training and development in the conditions of european integration

The article deals with the problem of formation of a teacher's professional competence in the conditions of European integration, which is substantiated by leading European and state educational documents. The research is based on scientific concepts, philosophical, psychological and pedagogical ideas, specifically the ideas of the philosophy as for continuing education and methodological provisions that reflect the essence of professional competence. The achievements of European experience, being embodied in the competence models of professional and pedagogical education, are analyzed. The methods of the research are based on the theoretical and methodological procedure of analyzing the problem field from the general to the specific – from theoretical aspects of the problem to its solution on the level of pedagogical experiment that presupposes an array of specific research methods including the methods of mathematical statistics. The research presupposes the following stages: the conceptual and theoretical stage (the relevance of the problem is substantiated; the directions, the object, the subject, the purpose and the objectives of the scientific search are determined; the concept of the research is developed; the state of the studying problem in the pedagogical theory and practice is outlined; the leading scientific approaches to the problem’s solution are systematized); analytical and search stage (the program of experimental work is developed; the essential characteristics of the teachers’ and prospective teachers’ professional competence are defined; an analysis of the content of professional pedagogical disciplines is made; the pedagogical conditions for the formation of professional competence in the prospective teachers in the process of studying professional and pedagogical disciplines are substantiated); experimental stage (the program of experimental work is implemented; the monitoring of professional competence of the prospective teachers, pedagogues is carried out; a pedagogical experiment to identify the effectiveness of the implementation of competency principles into professional-pedagogical education is conducted); the evaluation and generalization stage (the statistical-quantitative analysis is carried out and the results of experimental work are generalized; the conclusions are formulated and the recommendations are developed). The results of the research contribute to the prospective specialists’ personal and professional growth.