Plan: Introduction

The feature of professional competence

Plan:
Introduction

1. What is the professional competence?
2. The component of professional competence of foreign language teacher.
3. Methods of forming professional competence.
Conclusion
Bibliography

Introduction

The relevance of professional competence formation in the specialists’
training process is determined by socio-economic and socio-cultural changes
occurring in Kazakhstan. At first, sufficient attention is paid to the formation
and development of experts’ professional competence, although the task of
finding new scientific and pedagogical approaches to its solution is still urgent.
In particular, the practical learning enables students to develop the
constant need for new theoretical knowledge and practical experience to solve
the issues of modern pedagogical science and practice. One of the problems is
the professional competence formation in extracurricular activity, especially,
during job training. For this reason, it becomes urgent to develop specific
approaches to the job training organization and conduction with the purpose of
specialists’ professional competence formation, for instance, to form the results’

What is the professional competence?

Is the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and community being served.
Competence builds on a foundation of basic clinical skills, scientific knowledge, and moral development.

It includes:

- a cognitive function — acquiring and using knowledge to solve real-life problems
- an integrative function — using biomedical and psychosocial data in clinical reasoning
- a relational function — communicating effectively with patients and colleagues
- an affective/moral function — the willingness, patience, and emotional awareness to use these skills judiciously and humanely

Competence depends on habits of mind, including attentiveness, critical curiosity, self-awareness, and presence.

Professional competence is developmental, impermanent, and context-dependent.
Professional competencies are skills, knowledge and attributes that are specifically valued by the professional associations, organizations and bodies connected to your future career.

For example, if you want to become an engineer, you'll need to demonstrate certain competencies to meet the standards of Engineers Canada, a national organization that regulates the practice of engineering in Canada.

The term used to define the skills necessary to deliver high-value care. Professionalism competence is a set of high performing non-technical actions practiced with skill as one engages with patients, peers, and members of the healthcare team. People operating in accordance with these high-performing actions result in highly competent humanistic, ethically vigilant, reflective, socially responsive and responsible, resilient physicians ( Weld, 2015 ). These skills transcend the traits, trappings, and traditions of being a physician.
IGI Global
1.The degree of utilization of knowledge, skills, and the good judgment related to the people’s profession, and in correspondence with all the situations that can be lived in the exercise of professional practice. Learn more in: The Training of Intellectual Capital in the Tourism Sector Based on the Development of Professional Skills2.The broad professional knowledge, attitude, and skills required in order to work in a specialized area or profession. Learn more in: Technologies of Organization of Students' Independent Work in Studying Pedagogical Disciplines at Classic Universities3.The educational result reflected in readiness to perform a certain practice in the professional sphere, on the basis of a system of knowledge, skills, and experience of the learners. Learn more in: A Synthesis of Training Systems to Promote the Development of Engineering Competences4.It is related to people or work teams, integrating technical, cognitive, social and affective aspects related to work (Brandão, 1999 AU41: The in-text citation "Brandão, 1999" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , p. 28). It comprises knowledge, skills and attitudes or behaviors that will allow the organization's development, in fulfilling its mission (Dutra, 2001 AU42: The in-text citation "Dutra, 2001" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. );. Learn more in: Informational Competencies5.A learning outcome implying the ability and readiness to perform a certain daily professional practice. Learn more in: Self-Sustaining Ecosystem for Learning and Communication: Self-Directed Professional Development as a Desired Learning Outcome6.The degree of utilization of knowledge, skills and the good judgment related to the people's profession, and in correspondence with all the situations that can be lived in the exercise of professional practice. Learn more in: Professional Training in Tourism for the Fourth Industrial Revolution7.“the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and community being served (Epstein and Hundert, 2002).” Learn more in: Distance Learning for Health Professions Education8.The term used to define the skills necessary to deliver high-value care. Professionalism competence is a set of high performing non-technical actions practiced with skill as one engages with patients, peers, and members of the healthcare team. People operating in accordance with these high-performing actions result in highly competent humanistic, ethically vigilant, reflective, socially responsive and responsible, resilient physicians ( Weld, 2015 ). These skills transcend the traits, trappings, and traditions of being a physician. Learn more in: Overview of Professionalism Competence: Bringing Balance to the Medical Education Continuum9.The broad professional knowledge, attitude, and skills required in order to work in a specialized area or profession. Learn more in: Importance of Ethics and Education to Understand the Audit Mission10.The term used to define the skills necessary to deliver high-value care . Professionalism competence is a set of high-performing, non-technical actions practiced with skill as one engages with patients, peers, and members of the healthcare team. People operating in accordance with these high-performing actions result in highly-competent humanistic, ethically vigilant, reflective, socially responsive and responsible, resilient physicians (Weld, 2015 AU58: The in-text citation "Weld, 2015" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ). These skills transcend the traits, trappings, and traditions of being a physician
The term '’professional competence" had been actively used since 90s of the last century and the concept became the subject of a special, comprehensive study of many researchers dealing with educational activities. In the given article the author is attempting to emphasize some points of research, revealing actual problems of teaching process and methodology and what solutions can be implemented to the mentioned problems.

Under the professional competence of teachers one can understand a set of professional and personal skills required for successful teaching. It wouldn't be inappropriate to state that those ones can be called professionally competent teachers, who carry out teacher communication and various teaching activities on a high level, consistently achieving excellent results in training and educating the students.

On the basis of modem requirements, it became possible to identify the main ways of development of professional competence of the teacher:
Many authors agree that competence is a complex concept. In various
studies, the different interpretations of this category are emphasized, especially
when information competence is a key factor in the specialist’s life
(Miroshnichenko, 2016; Mikheeva, 2011).
Working in the teaching unions, creative groups; - Researching, experimental activities; - Innovative activities, development of new educational technologies; - Various forms of educational support; - Active participation in educational competitions, workshops, master classes, forums and festivals; - Summarizing own teaching experience; - Using Informational Computer Technology (ICT).
But none of these methods will be effective if the teacher himself/herself is not aware of the need to improve their own professional competence. Therefore follows the need to motivate and create favorable conditions for teacher professional progress. It is very essential to create the conditions in which the teachers realize own needs to improve their professional qualities.
Special attention is paid to the development of job training basic attitudes
and functions, specification of its components, as well as the system
development for monitoring the job training quality (Syzdykbayeva, 2015).

The component of professional competence of foreign language teacher.

One of the most important tasks that is being solved today in the course of university and postgraduate training of a foreign language teacher is the development of his desire to learn, update his knowledge, improve skills and competences, one of which is vocational and linguistic. In the modern education system, the requirements for a teacher of a foreign language in schools and universities have significantly increased
Tendencies to strengthen the general humanitarian and philological training of graduates of schools and universities require a new quality of philological and linguistic training of the teacher himself. In the modern rapidly developing society, the need for professionally competent teachers is growing more and more. The professional competence of the teacher, first of all, is connected with his ability to solve professional problems and problems arising during the educational process.
In the pedagogical dictionary edited by G. M. Kozhaspirova the following definition of the teacher's professional competence is given in: «The teacher's possession of the necessary amount of knowledge, skills and skills that determine the formation of his pedagogical activity, pedagogical communication and the personality of the teacher as the bearer of certain values, ideals and pedagogical consciousness»

A. K. Markov considered such a work of the teacher, in which pedagogical activity, pedagogical communication is carried out at a sufficiently high level, the personality of the teacher is realized, and good results are achieved in the training and upbringing of the students. Moreover, the competence of the teacher is also determined by the ratio of his professional knowledge and skills, on the one hand, and professional positions, psychological qualities, on the other. A. K. Markov considering professional competence, distinguishes its following types: special, personal, individual, social [4].

From the point of view of E. F. Zera, competence implies not only a specialist's knowledge and experience, but also an ability to actualize the accumulated knowledge and skills in a moment of life and use them in the process of realizing their professional functions. In this case, the readiness and ability to apply this knowledge is important, depending on the situation [1]. N. V. Kuzmina defines the concept of «competence» as the ability of a teacher to transform a specialty, the carrier of which he is, into a means of shaping a learner's personality, taking into account the restrictions and prescriptions imposed on the teaching

prescriptions imposed on the teaching and educational process by the requirements the pedagogical norm in which it is implemented. N. V. Kuzmina distinguishes the following types of competence [3]: ‒ special and professional competence (in the field of the taught discipline); ‒ methodological competence (in the field of ways of forming knowledge, skills and skills of students); ‒ socio-psychological competence (in the field of communication processes); ‒ differential psychological competence (in the field of motives, abilities, orientation of students); ‒ auto-psychological competence or reflection of pedagogical activity (in the field of merits and demerits of one's own activity and personality). In the modern world, in order to be professionally competent, the teacher must, on the one hand, constantly learn, engage in self-education, and on the other hand, self-actualize in pedagogical activity. In the process of self-realization, the teacher enters into the relationship of appropriation-bestowal. A teacher, self-fulfilling, self-fulfilling, does not just function in society, but also invests himself in his values, as pupils. A teacher in the education system is a self-developing personality, who, with the help of constant work on oneself, improves his professional and personal qualities. The most complete description of the professionally significant qualities of the teacher is given by V. А. Slastenin: «Teacher is not only a profession, the essence of which is to translate knowledge, but a high mission of creating a person who affirms a person in a person». The professional competence of any teacher should be comprehensive. One can consider the professional competence of a foreign language teacher, which is the unity of such components as key, basic and special competence. The key ones are those competences that are necessary for any professional activity. Basic competencies reflect the specificity of certain professional activities (pedagogical, medical, engineering). Special competence, on the one hand, reflects the specifics of a particular subject area of ​​a professional. On the other hand, it is regarded as the implementation of key and core competencies in the field of the subject. Thus, the competence of the teacher of a foreign language is a special professional competence. The structure of the special competence of a foreign language teacher consists of the following components: ‒ Communicative competence (professionally oriented knowledge of a foreign language) ‒ Linguistic competence (assuming knowledge of the basic theoretical provisions on language as a social phenomenon, its connection with thinking, the culture of the people, the origin and development of language) ‒ Linguist (knowledge of the culture of the country of the studied language, its history and contemporary problems of development, as well as about life, everyday life, games, popular books, songs, films, and the ability to use this knowledge in selecting the content of instruction) ‒ Linguistic competence (knowledge of age-specific features of development students, the patterns of their physical and mental development). Currently, determining the professional competence of the teacher, one can not ignore its information competence, which provides the skills of its activity with information contained in educational disciplines and educational fields, as well as in the surrounding world. Using information technology in the professional training of the teacher involves the interaction of the teacher and the trainee in some information environment in which the communication process is conducted in the language of this environment — its means and technologies. The ability to intelligently and effectively use modern computer and communication technologies for the purpose of interpersonal communication and workflow organization a different kind of competence — information and technological. To form an information and technological computer it is necessary to create certain pedagogical conditions that will strengthen the information component of the subjects taught by the linguist-teacher. As a result, he must acquire the following knowledge and skills: to design and apply pedagogical software in his professional and pedagogical activity, to use systems for processing symbolic, graphic and numerical information, remote databases, to enter the Internet and use network services, to compose and send over the network text message, enter electronic conferences, post information there, read and «download» existing information, own negotiation tools in real time The obtained knowledge and skills on the basis of new didactic opportunities provided by modern computer equipment and telecommunications facilities will increase the level of the teacher's competence, his professional skill.

Key indicators of professional competence of teachers of foreign languages include the necessity to develop skills in students’ communicative and interpersonal communication, components of which are linguistic, thematic, socio-cultural, educational and cognitive competence.

“Competence” or “competency" is: 1) the ability to do something well; 2) a skill needed to do a particular job; 3)a standardized requirement for an individual to properly perform a specific job.

It was considered that European teachers’ professional competences should include such components as:

1.European identity. The key aspect of European identity is teacher’s readiness to accept the differences and to treat the whole world with respect. 2.European knowledge which comprises teacher’s outlook of educational systems peculiarities in different countries. Teachers respect their national educational system and correlate its quality with others. 3.European multiculturalism. European teacher treats his national culture with respect and is ready to accept other cultures. 4.European language competence. European teacher knows more than one European language. Language skills he acquires in the system if life-long pedagogical education.

Analysis of European documents made it possible to formulate the model of a professionally competent European teacher. Judging from the scheme professional competences of European teachers may be divided into the following groups: key competences; basic competences; specialised or subject competences.

Key competences of teachers should include:

1) information-communicative competence: the ability of a teacher to look for, analyze and select the necessary information; 2) social-labour competence: the ability to take the responsibility; the ability to combine personal interests with the social needs; willingness for independent professional decisions; 3) language competence: the ability for oral and written communication in different languages; 4) values of an individual: realization of a teacher’s role and destination in the modern society, promoting of values of a democratic society and their use in everyday life and professional activities; 5) cultural competence: profound knowledge of national, European and world culture; tolerant attitude to different ethnic cultures.

Methods of forming professional competence.

Basic competences show the specific character of teaching profession. Basic competences for pedagogical activities are based on the abilities, knowledge and skills of the European teacher of the XXI century. They include: Organizational competence- the ability of a teacher to organize pupils effectively, to manage and control their educational activities and to plan and correct teacher’s own activity.

Didactical competence - the ability of a teacher to transmit knowledge to the pupils in the way that makes them interested in the learning subject so that they are ready to continue their cognitive activity independently by themselves. European didactically competent teacher can easily adapt or reconstruct teaching material taking into account mental, social, cultural and ethnic differences of his pupils using various methods and forms of personally-oriented teaching.

Pedagogical thinking - the specific reflexive capability of a teacher to realize his own personality in pedagogical reality, to foresee the results of his activity and to plan the pupil’s future educational trajectory. Cognitive-creative competence - the ability of a teacher to learn through understanding of what is necessary for a pupil. This competence is important when teachers formulate the aims of teaching process, plan and analyze cognitive activities of both his students and his own using creative skills.

Psychological competence - determination of a child individual as the dominant of education. Modern teacher must be psychologically ready to accept the inner life of a child, to understand his unique personality, to feel pupil’s psychological difficulties and when it is necessary to give psychological help for a child. Evaluative competence - the ability of a teacher to examine objectively the results of pupils achievements, the effectiveness of his own work and the professional work of his colleagues, positive and negative features in the system of education as a whole.

Consultative competence - the ability of a teacher to provide consultations and different forms of psychological-pedagogical assistance in the process of construction of pupil’s educational path. Competence of lifelong development - the teacher’s talent to evolve his professional skills, knowledge and competences during all his life. Special competences demonstrate the level of subject component in teaching profession. They are considered by European scientists as abilities of a teacher to realize his basic and key competences in the process of teaching major subjects at school. Special competences include two components: 1) subject competence; 2)research competence.
Professional competence should be distinguished from the general
(universal, cross-professional) competences, which are defined as the basic
quality of an individual, which influences his effective carrying out of tasks in
certain situations (Boud & Molloy, 2013).
Professional competence is an ability of a specialist to solve a complex of professional tasks based on integrated knowledge, skills and ex­perience, as well as personal characteristics, which allow carrying out professional-pedagogical and practical activity types effectively. Teachers are the direct actors of their own professional development. The professional teachers must have academic qualification and competencies. The competencies that a teacher must have namely pedagogical competence, personal competence, social competence and professional competence.
Basic competences show the specific character of teaching profession. Basic competences for pedagogical activities are based on the abilities, knowledge and skills of the European teacher of the XXI century. They include: Organizational competence- the ability of a teacher to organize pupils effectively, to manage and control their educational activities and to plan and correct teacher’s own activity.

Didactical competence - the ability of a teacher to transmit knowledge to the pupils in the way that makes them interested in the learning subject so that they are ready to continue their cognitive activity independently by themselves. European didactically competent teacher can easily adapt or reconstruct teaching material taking into account mental, social, cultural and ethnic differences of his pupils using various methods and forms of personally-oriented teaching.

Pedagogical thinking - the specific reflexive capability of a teacher to realize his own personality in pedagogical reality, to foresee the results of his activity and to plan the pupil’s future educational trajectory. Cognitive-creative competence - the ability of a teacher to learn through understanding of what is necessary for a pupil. This competence is important when teachers formulate the aims of teaching process, plan and analyze cognitive activities of both his students and his own using creative skills.

Psychological competence - determination of a child individual as the dominant of education. Modern teacher must be psychologically ready to accept the inner life of a child, to understand his unique personality, to feel pupil’s psychological difficulties and when it is necessary to give psychological help for a child. Evaluative competence - the ability of a teacher to examine objectively the results of pupils achievements, the effectiveness of his own work and the professional work of his colleagues, positive and negative features in the system of education as a whole.

Consultative competence - the ability of a teacher to provide consultations and different forms of psychological-pedagogical assistance in the process of construction of pupil’s educational path. Competence of lifelong development - the teacher’s talent to evolve his professional skills, knowledge and competences during all his life. Special competences demonstrate the level of subject component in teaching profession. They are considered by European scientists as abilities of a teacher to realize his basic and key competences in the process of teaching major subjects at school. Special competences include two components: 1) subject competence; 2)research competence.
The teachers faced problems in pedagogical competence, personal competence, social competence, and professional competence.

In pedagogical competence, they faced problems mostly in facilitating the development of the students' potentials. The students' potentials, in this case, are preparing various learning activities and communicating and understanding the effective and polite communication strategies. In social competence, they faced problems in conducting various programs to develop and improve the education quality and communicating with the teachers' community.

In personal competence, the teacher faced problems related to the teacher role as a model for the students and society. In professional competence, generally the teachers faced problems in developing materials, communicating the materials and discourse aspects.

From definitions above, it can be stated that competence refers to the ability to implement what the teacher has gained from education. The teachers’ competence refers to the rational performance and action to complete certain things in implementing the educational duty. Competence is the ability to implement what they have achieved or gained from education and training

Professional Competence Professional competence can be defined as the teachers’ capability to master their subjects in-depth and the way to appropriately deliver it to the students Apart from teaching, teachers should possess the capability to diagnose students’ initial behavior, develop lesson plans, administration, communicate, and develop themselves as well as the students’ potential. In order to play those particular roles, teachers should trade on their educational background and experiences.

The Sub-Competences of Professional Competence

1) understand and implement good educational foundation of philosophical, psychological, and so on, 2) understand and apply the learning theory according to the developmental level of the learner's behavior, 3) be able to handle or field of study subjects assigned to him, 4) understand and apply the appropriate teaching method,

5) able to use a variety of tools and media studies as well as other learning facilities, 6) is to able to organize and implement the programs, 7) is able to carry out the evaluation of learning and 8) is able to motivate learners.

Ministry of Education argues professional competence includes professional development, understanding insight, and mastery of academic study.

Professional development includes 1) following the development of science and technology information that supports the profession through scholarly activities, 2)transfer the textbooks / scientific papers, 3) develop various models of learning, 4) write a paper, 5) write / compile textbook lesson , 6) writing textbooks,

7) writing module, 8) writing scientific papers, 9) conduct scientific research (action research), 10) finding the appropriate technology, 11) making props / media, 12) create the artwork, 13) joins the educational qualifications, and 15) joins the curriculum development activities.

Understanding insights include

1) understand the vision and mission, 2) understand the relation between education and teaching, 3) understand the concept of primary and secondary education, 4) understand the function of the school, 5) identify the common problems of education in terms of process and outcomes of learning, 6) establish a system that shows the linkage of education and academic study beyond the schools.

Mastery of academic study include 1)understanding the structure of knowledge, 2) master the material substance, 3) controlled substance authority in accordance with the type of services students needed.

Formation of professional competence of a future specialist during practical
training provides a focused system implementation of educational projects
(Kulikova & Kulikov, 2012). competence formation of future specialists (Kulikova & Kulikov, 2012).

Professional competence is an ability of a specialist to solve a complex of professional tasks based on integrated knowledge, skills and ex­perience, as well as personal characteristics, which allow carrying out professional-pedagogical and practical activity types effectively. Teachers are the direct actors of their own professional development. The professional teachers must have academic qualification and competencies. The competencies that a teacher must have namely pedagogical competence, personal competence, social competence and professional competence.

The specialist’s information competency is the ability to handle
information, i.e. to carry out search, analysis and selection of necessary
information (Garayeva, 2006).

Conclusion

Professional competence is the ability of an employee to perform work in

accordance with the requirements of the position, and job requirements are

tasks and standards of their performance, used by your organization or

industry.

Professional competence, thus, is considered to be the system of

intellectual, psychological, moral and active (functional) competences of the

specialist, reflecting the level of acquired knowledge, skills, experience,

information congestion and other properties in a specific area of professional

activity.

In this regard, the process of the professional activity structure formation

should be fully respected in the framework of university educational and

learning activities. The search for terms of this provision naturally leads to the

conclusion that since the learning activity is significantly different from

professional in motives, goals, subjects, activities, resources, results, it is

necessary to seek ways and means of educational activity transformation into

professional.

One such tool is job training, which, as part of the learning process, solves

this problem, acting as a special socio-educational environment, performing

cultural and social functions: speeds up the process of development and

formation of student personality, subject and individuality, and provides the

formation of spirituality, value orientations and moral principles

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