FORMATION OF PEDAGOGICAL COMPETENCE WITHIN THE PRO-FESSIONAL STANDARD "TEACHER OF VOCATIONAL EDUCATION, PROFESSIONAL EDUCATION AND ADDITIONAL PROFESSIONAL EDUCATION"

In the article the question of formation of pedagogical competence of the high school teacher within vocational education "The teacher of vocational education, professional education and additional professional education" is considered. The main task is retraining of the faculty of the medical school which doesn't have basic pedagogical education to meet the qualification requirements for the position held. The purpose of the Teacher of Professional Education program is a complex psychological-pedagogical and information-technological preparation for pedagogical activity at the higher school. Mastering modules of the program "Pedagogical Aspects of Teacher'sActivity" and "Modern Technologies of Vocational Training" contribute to the formation of pedagogical competence of a young teacher, namely,the acquisition of knowledge, skills, pedagogical and research abilities necessary for him to perform thefunction of teaching and educating students. Also in the article are reflected the organizational and pedagogical conditions aimedat the effective formation of professional and pedagogical competence of the beginning teacher of medical high school. One of the important aspects of pedagogical activity of the young teacher is targeted pedagogical project which allows creating a set of the pedagogical conditions that ensure the effectiveness of the humanitarization of education in the university. Pedagogical project of the teacher implemented in medical high school contributes to the development of the humanitarian orientation of students, providing at the same time dialogical interaction and humane communication and formation of skills of humanitarian thinking necessary for the future doctor. In general, the practical orientation of this program allows to create psychological and pedagogical conditions in the educational process for development of the identity of the beginning teacher and preparing her or himfor professional activities. In this context the task for all teachers to be able to analyze, project, organize educational space as pedagogical reality becomes obvious.