Formation of professional competence of future teachers of geography when studying social and geographical disciplines

Authors

  • Анжеліка Володимирівна Бондаренко Kryvyi Rih Pedagogical Institute of the State Higher Educational Institution"Kryvyi Rih National University" , Криворожский педагогический институт Государственного высшего учебного заведения "Криворожский национальный университет , Криворізький педагогічний інститут ДВНЗ «Криворізький національний університет»

DOI:

https://doi.org/10.31812/educdim.v46i0.2483

Keywords:

competence, professional competence of future teachers of geography, structural components of professional competence, social and geographical discipline

Abstract

Bondarenko O. V. Formation of professional competence of future teachers of geography when studying social and geographical disciplines.

In the article the author defines the content of professional competence of future teachers of geography and its structural components (axiological, epistemological, praxеological, professional and personal, evaluative and reflexive). The potential of social and geographical disciplines in the formation of the studied phenomenon has been shown.

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Author Biography

  • Анжеліка Володимирівна Бондаренко, Kryvyi Rih Pedagogical Institute of the State Higher Educational Institution"Kryvyi Rih National University", Криворожский педагогический институт Государственного высшего учебного заведения "Криворожский национальный университет, Криворізький педагогічний інститут ДВНЗ «Криворізький національний університет»

    Ph.D. (Educational Sciences)

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Published

10-12-2015

Issue

Vol. 46 (2015)

Section

Theoretical and practical problems of higher school pedagogy

License

Copyright (c) 2015 Анжеліка Володимирівна Бондаренко

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Formation of professional competence of future teachers of geography when studying social and geographical disciplines. (2015). Pedagogy of Higher and Secondary Education, 46, 8-12. https://doi.org/10.31812/educdim.v46i0.2483

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