TEACHER'S PROFESSIONAL COMPETENCE: HISTORICAL AND RETROSPECTIVE ANALYSIS

Introduction. Modern trends in the development of national education, the processes of integration and globalization taking place today in Ukraine, determine the formation of a new generation of teachers who can carry out professional activities on democratic and humanistic bases, to implement educational policy as a priority function of the state, to ensure the development and self-realization of the individual, to meet the needs society. Given these events, the formation of professional competence among future teachers of natural sciences becomes important. The actual concept of «professional competence» is not new and is actively used in pedagogical research on the problems of professional training of future teachers. Therefore, it is logical to study the emergence of this phenomenon from a historical aspect and justify its significance during the formation of professional competence of future teachers in the process of professional training. Purpose. The article aims to highlight the prerequisites for the emergence of professional competence in the educational space, as one of the foundations of the development of teacher professionalism. Methods. During the study, the following research methods were used: analysis of educational and methodological, historical literature on the problem of implementing the concept of «professional competence» in the educational environment; comparison, systematization and generalization of existing ideas regarding the implementation of the concept of «professional competence». Results. The article examines the historical and pedagogical prerequisites for the emergence and implementation of the concept of «professional competence» in the educational environment, various scientific approaches to the issue of the teacher's professional competence, and shows the relevance of studying this phenomenon. Attention is focused on the views of scientists regarding the reasons that led to the impetus for the formation of professional competence among teachers. The components of teachers' professional competence are identified and characterized based on the views of both foreign and domestic scientists. An analysis of historical- pedagogical ideas, relevant to modern conditions of modernization of domestic and foreign education, has been carried out. Conclusion. Retrospective explorations of the origins of the concept of «professional competence» made it possible to assert that this concept is dynamic, multifaceted and multifaceted, meaning by dances with the processes taking place in society and education. The conducted research does not pretend to be a final, comprehensive solution to the specified problem. In the future, this work requires a thorough analysis of the professional competence of biology teachers in the context of modern professional training. Therefore, the theoretical substantiation and experimental verification of the structural-functional model of the formation of professional competence of future primary school biology teachers will be a promising direction of research.