Integration of subject, pedagogical and competences of continuous professional development in the structure of professional competence: methodological basis

Abstract

The article describes the competences of continuous professional development (CPD), their place in the structure of vocational and pedagogical competence. According to the developed methodology, the professional training of future teachers is carried out on the basis of the integration of subject, pedagogical and scientific development competencies. The created educational environment contributes to the management of professionally oriented development of students and graduates. The article justifies appointment of competences of NPR as resources and tools of improvement of quality of functional professional training of future teachers. The complex of theoretical and practical methods used in the study made it possible to establish the purpose of CPD competencies, which reflect the internal nature of the teacher’s personality and are basic for subject and pedagogical competencies. It is shown that the competencies of faculty members, being integrators of professional and subject competencies, are aimed at strengthening novice teachers in the profession and sustainable advancement in it. The frame of competences relevant for students and graduates of the direction “Pedagogical Sciences”, built on the principles of student assessment, competence training, practical and applied orientation of training, has been determined. Directions of renewal of the educational program, implemented in the educational environment of North Kazakhstan University named after M. Kozybayev и Karaganda University named after academician E.A. Buketov as resources of formation of competences of CPD in conditions of academic independence of the university.