The forming of integral psychological and pedagogical competency of teacher of institution of higher education

Abstract

The article highlights modern requirements for a teacher of higher education (able to organize such research task that is perceived by students as their own initiative, to encourage students to integrate their efforts in solving specific educational tasks, to create an atmosphere of “learning – learning" in a group and to make their help students to provide effective interaction “teacher-student", to solve non-standard educational and interpersonal situations, be able to create a situation of success, not to impose their own way of thinking, to give an opportunity exercise autonomy in intellectual behavior). The conceptual principles formation of psychological and pedagogical integral competence of the teacher in the process of vocational training are substantiated: 1) formation of psychological and pedagogical integral competence of the teacher of institutions of higher education is based on the integration of psychological and pedagogical preparation on the basis of the problem approach, 2) differentiation as the ability to determine the intended purpose as pedagogical, and psychological aspects in the preparation and professional activity of the teacher (integration of pedagogical and psychological knowledge in the content of teacher training for the correct organization requires an understanding of pedagogy, and psychology. In particular, psychological analysis is required for the compilation of psychological characteristics, as well as the understanding of mental processes in conjunction with pedagogy, since the goals of education are also formulated in the language psychology as a characteristic of the qualities of the personality of an educated person. 3) integration of psychological and pedagogical knowledge and skills based on the professional objectives of the teacher’s training of higher education. Most areas of pedagogical activity require an understanding of their psychological aspect, which led to the emergence of such branches of knowledge as in psycho-pedagogy and pedagogical psychology.