PROFESSIONAL COMPETENCE OF THE TEACHER OF THE NEW UKRAINIAN SCHOOL IN THE MEASUREMENT OF CONCEPTS OF THE PEDAGOGICAL HERITAGE V.O. SUKHOMLINSKY

Abstract

The article analyzes the modern approaches to determining the components of the professional competence of a teacher of the New Ukrainian School, the results of which testify to their conformity with the concepts of pedagogical heritage of V. Sukhomlinsky. In particular disclosed the basic competencies of teachers, necessary for the successful fulfillment of the strategic outcomes and tasks of educational reform (professional-pedagogical, socio-public, general-cultural, linguistic-communicative, psychological-facilitative, entrepreneurial, informational-digital) through the prism of pedagogical heritage of Sukhomlinsky, who distinguished the following components of the teacher's professional competence: humane beginning in education, a variety of methods in studying the child, emotional culture, teacher’s deep knowledge  of a subject while teaching, language culture, culture of thinking, technology of teaching, research activities. Considered the teachers’ basic principles of organization the professional development defined by V. O. Sukhomlinsky: transformation of scientific truths into living experience of creative work; integration of education and special pedagogical, psychological and methodological training; organic combination of professional qualities of a teacher and a tutor; collaborative independent work in the  development of professional competence; unity and interrelation of theoretical and practical training; communication with a book as means of professional and cultural development; having motivation  for the  self-improvement. The author presents pedagogical ideas of V. O. Sukhomlinsky regarding to the purpose and content of the teacher's self-educational activity. The purpose of self-education, according to the humanist teacher, there was a spiritual and professional enrichment of the teacher's personality; deepening its knowledge in the subject area; mastering the achievements of psychological and pedagogical science and practice; raising the overall teacher culture.