VALUE-ORIENTED COMPONENT OF THE PROCESSFORMATION OF PROFESSIONAL COMPETENCES OF FUTURE HISTORY TEACHERS

Abstract

The article deals with the investigations of the peculiarities of acquiring values and value orientations by future history teachers and their influence on the process of forming professional competence, which are based on the analysis of philosophical, cultural, psychological, pedagogical, andsocio-pedagogical scientific sources and practice of higher education institutions. It has been proved that the formation of values and, thus, value orientations describe the level of maturity and professionalism of the future history teacher, as well as his/her social activity and creative potential. The author reveals the nature of the value-based component of the process of forming the professional competence of future history teachers in terms of their capability to comprehend and identify values as subjective motives in the process of implementing conscious purposeful learning activities. In this way, value orientations emerge as a certain hierarchy of interests and needs of an individual, according to which certain values are preferred in different life circumstances. In turn, it is determined that the professional orientation of the future history teacher is a crucial factor in the formation of his/her professional competence. Consequently, the formed professional orientation of future history teachers' learning activities in a higher education institution nowadays should be considered as a system of recognised and conscious values and relevant value orientations constructed by personal motives, needs, and interests. In this case, the value-based component of the process of developing the professional competence of future history teachers may be considered from the perspective of its theoretical and content and specific procedural and applied aspects of realisation in the educational process of a higher education institution.