Improving the pedagogical competencies of teachers in the conditions of the university

Abstract

Today, society places high demands on teachers, especially with regard to the specialty of scientific and pedagogical staff of the university, because they are the ones who form the specialists of the future. We believe that a modern teacher in the conditions of rapid changes in the world, the development of science and technology, should be able to react quickly and adapt effectively to new conditions, strive to improve his professional qualities, continuously update knowledge and skills not only in teaching specialization, but also to master new directions that can be useful in professional activities, strive to to constant self-development and self-improvement. That is why we consider the topic of the study relevant for consideration. The issues of professional competence of university teachers are quite relevant and debatable today, because since the introduction of the competence approach into education, there is still no consensus among scientists not even about its components, but also about the definition of the concept itself. Scientists use various approaches (activity-based, normative, professional-educational, psychological, etc. Scientists pay special attention to the structure of professional competence, although they operate with different terminology (skills, competencies, competencies, components, components, etc.) and still do not find a single approach to the very set of components.