PRACTICAL APPROACH TO THE DEVELOPMENT OF PROFESSIONAL COMPETENCE OF TEACHERS: THEORETICAL BASIS AND EDUCATIONAL PRACTICES

Abstract

The article reveals the essence of the praxeological approach as a methodological resource for the development of professional competence of teachers. An analysis of its theoretical foundations, combining philosophical-methodological, pedagogical and practice-oriented dimensions, has been carried out. It is shown that the praxeological approach allows overcoming the gap between theory and practice, ensuring the effectiveness, efficiency and expediency of the professional activity of teachers. The significance of praxeology for the formation of integrative characteristics of professional competence, in particular the ability to reflect, make optimal decisions and organise the educational process on the basis of productivity and value orientation, is substantiated. As a result of the analysis, the professional competence of a teacher from the perspective of the praxeological approach is interpreted as an integrated, multi-level and dynamic quality of personality, which develops on the basis of knowledge, but is determined primarily by the readiness and ability to effectively implement it in specific professional situations. It is not limited to the formal assimilation of theoretical principles, but involves an organic combination of cognitive, operational-activity, value-motivational and reflective components that ensure the integrity and effectiveness of pedagogical activity. Special attention is paid to educational practices that reflect the praxeological approach: practices of analytical modelling of professional reality, practices of individual and collective reflection, practices of professional growth in partnership, practices of personal support and development, and research and transformation practices. Within the framework of the praxeological approach, systematised educational practices serve as functional tools for the development of teachers’ competencies. They ensure comprehensive integration of cognitive, activity-based, and value-reflective components of professional mastery, stimulating the formation of self-reflection skills, critical analysis of one’s own actions, and selection of optimal pedagogical strategies.