TEACHERS' PROFESSIONAL ATTITUDES TOWARDS THE APPLICATION OF THE COMPETENCY APPROACH IN THE EDUCATIONAL PROCESS

Abstract

In scientific and theoretical terms, competencies are considered as a dynamic set of knowledge, skills, attitudes and attitudes. Their introduction in a practical and applied plan in the classroom implies a more sustainable development of the dynamics of relations in the educational process; a change in teaching practices and attitudes. The competency-based approach makes it possible to apply activity approaches in the learning process, through which a transformation of the educational process is achieved and its quality is improved. The aim of the approach under consideration is to enrich the learning environment, to provide opportunities and conditions for students and teachers to develop higher-level skills, which will grow into competencies and competences. When introducing the competency-based approach in education, the entire learning process is transformed - from a factual learning process to an activity-oriented learning process. In this pragmatic aspect, the assessment process is also changed - from assessing factual knowledge to formative, stimulating assessment. In this sense, the need for teachers' teaching skills to be directed from a strictly theoretical aspect to a practical-applied aspect is outlined. Or in other words: a complete transformation of the teaching skills and attitudes of the modern teacher. This article examines the interdependence between skills - competencies - competencies, as a hierarchical dependence in the personal and professional development of the teacher. Their application in pedagogical practice leads to greater effectiveness and efficiency of teaching activities. It assumes an increase and transformation of learning motivation. In this sense, the article presents a study of teachers' attitudes as subjects in the educational process, for the introduction of a competency-based approach in education. Results of a non-standardized questionnaire for primary school teachers are presented, with which their attitudes regarding the transformation of methodology, transformation of personal teaching practices and organization of activities in the classroom are tracked. In essence, the study has the characteristics of a qualitative study. The commentary on the results is made through theoretically grounded analysis and methodological projections. The results of the study outline activity-pragmatic approaches such as project- and problem-based, simulation-based and situational, through which the foundations of key competencies are laid. Conclusions are drawn about projections and trends in the professional preparation of future teachers, as well as for the inclusion of various modules in their training.