1. Psycho-pedagogical peculiarities of flt at senior stage of a full secondary school

26 сұрақ Theoretical-world-view competence of FL teacher
Professional and pedagogical activity The acquired competence approach is becoming more and more relevant. This is due to a change in priority in the educational process - from the receptive-reproductive level of education to the personality-oriented, developing, cognitive-activity-oriented.
A variety of methodologies, theoretical and practical classes, interpreting and systematizing the requirements of modern accounting of foreign languages, provide a variety of tractor concepts of "professional competence" of the teacher. In the literature there are terms such as "skills", "abilities", "functional components", "competence". Depending on the tractor, these concepts are used to describe the structures and content of professional and educational activities. It should be noted, however, that in modern methodology there is no unambiguous approach to the definition of professional and pedagogical competence of a foreign language teacher, despite the fact that all authors in one degree or another touch on the methodological, pedagogical, psychological and methodological aspects. The main goal of a competence-based approach is not to transfer as much knowledge as possible, but to develop the ability to use the knowledge gained and the ability to independently acquire it. Modern society dictates the requirements and the need for a transition to a competence-based approach: the acceleration of the pace of life, the rapidly changing living conditions, the transition to the information society. At present, it’s more likely that a competent person is not an expert with encyclopedic knowledge, but an employee who is able to adapt his knowledge to the realities of life, who is not able to withstand the conflict in an individual, but a person who has the ability to resolve and agree on a conflict.
In the process of modernization, the competence approach is viewed as a paradigm that defines modern educational standards and imposes requirements that can be met not just by a “good specialist”, but by a “good employee” (O.E. Lebedev). From this point of view, it is provided not only the possession of professional, but also personal competences. V.A. Slastenin believes that the concept of professional competence of a teacher expresses the unity of his theoretical and practical readiness to carry out educational activities and characterizes his professionalism [. He notes that the content of teacher training for a particular specialty is presented in the qualification characteristic - the teacher’s normative competence model, which reflects a scientifically based composition of professional knowledge and skills. Among the core competencies of the teacher – ideological competences manifested in the ability and willingness of an individual to sense of life search, orientation in values, development life strategies, shaping and developing attitudes and beliefs. relation to the world and represents the formation of human as the subject of their own self-development through the development of a generalized and relationship to the world and to itself in the world.