MOTIVATION AND VALUE COMPONENT OF INTENDING PRIMARY SCHOOL TEACHERS CULTURAL COMPETENCE

Introduction. A modern teacher should become an active subject of the socio-cultural processes which means being motivated to understand the principles of the cultural creativity, preserving human values, to be knowledgeable in the traditions, customs, moral and spiritual national priorities, guided by the need and interest in the development of the professional and social communication, operating the standards of culture. Therefore, in terms of our research, the motivation and value component of the personality of future primary school teachers is at the same time an important element of their cultural competence as it serves as a driving force on the way to success in mastering the profession, expanding and deepening both general and professionally oriented competences. The analysis of the concepts of motives, values, needs, and orientation was carried out and the author's interpretation of the concepts of the cultural orientation, motivation and value criteria of the cultural competence of the intending primary school teacher was formulated. The proposed indicators of the manifestation of the level of formation of the criterion as a system-forming element of the culture studies competence of the intending primary school teachers. Purpose. To substantiate the motivation and value criterion of the cultural competence of intending primary school teachers based on the theoretical analysis of the related concepts and generalization of the existing experience of the phenomenon under study. Methods. In order to solve such a research problem the generalological methods and techniques of research were used, namely: analysis, synthesis, abstraction, idealization, generalization, induction, deduction, analogy. Results. It was found out that motifs, values, interest and need are integral elements of the content of the motivation and value criterion of the cultural competence of intending primary school teachers and integral elements of their pedagogical professionalism. Conclusion. We consider it to be promising for the further research to study the features of the level of manifestation of the criterion and demonstrative characteristics of forming the cultural competence of intending primary school teachers in the system of the higher pedagogical education of Ukraine.