Modern interpretation of the category “prognostic competence” in the interdisciplinary dimension

The article highlights the problem of forming the prognostic competence of a modern teacher as an integral element of his/her professional competence. The generalization of the study results fixed in scientific literature on the initiated problem made it possible to specify the concept “prediction” (a scientifically substantiated statement about the possible states of the object or alternative ways and terms of their implementation; the result of prognostic activity, anticipatory knowledge, hypothesis, a set of information obtained as a result of the use of human abilities to anticipation, prediction based on intuition and scientific understanding of patterns which are applied to events and phenomena both in the past, present and future time). It was established that the prognostic competence of the teacher is a synthetic, multi-determined personal and professional construct that determines the teacher's ability to coordinate the goal and result of professional and pedagogical activities (pedagogical forecast); to determine the directions of pedagogical activity according to the proposed hypotheses; to enrich the palette of professional functions with pedagogical predicting. It has been proven that the prognostic competence allows the teacher to construct individual educational trajectories of students and predict likely changes in the field of education using the potential of pedagogical prognostication; reflects the teacher's own desire for professional self-determination and personal development of others by means of didactics. The structure of the prognostic competence of a modern teacher is described in the unity of cognitive-informational, intellectual-mental, instrumental-technological and worldview-related professional components. The cognitive-informational component of the prognostic competence provides a theoretical “foundation” that reflects the systematicity, orderliness, and complexity of education seekers' knowledge regarding the methodology of prognostication, the phasing of prognostic activity, the vectors of pedagogical predicting (forecasting) within the system of professional and pedagogical activities. The intellectual-mental component of the prognostic competence of a Mathematics teacher reflects his/her innate cognitive intentions, the level, rhythm and pace of assimilation of information, ability-related opportunities in the use of higher-order cognitions, mental activity, flexibility of thinking and its variability. The instrumental and technological component of the teacher's prognostic competence records the practical possibilities of the teacher to implement the cognitive-informational profile of pedagogical prognostication in the educational space. It reflects a complex of skills that ensure the effective implementation of the elements of pedagogical forecasting in the system of professional and pedagogical activities. The worldview-related professional component of the teacher's prognostic competence expresses the teacher's stable professional position regarding the use of the potential of pedagogical prognostication in the system of specific pedagogical activity. It reflects innate pedagogical abilities that allow a teacher to correctly and creatively use the skills of pedagogical forecasting to build students' individual educational trajectories at an intuitive level.