In the dissertation the theoretical and methodological substantiation and practical solution of the problem of formation of labour protection competence of future primary school teachers is carried out.
Teacher’s occupational competence is interpreted as a dynamic combination of values, motives, knowledge, skills, abilities, ability to lifelong learning, forecasting, analysis and correction of professional activities to save lives, health and efficiency of the subjects of the educational process.
Structurally, labour protection competence is considered as a set of research, technological, organizational and managerial, design, pedagogical and consulting competencies.
The components of labour protection competence are defined as:
– value-motivational: perception of life and health of subjects of educational process as the highest universal and constitutional values, emotional and sensory awareness of necessity and personal need for labour protection activity;
– knowledge: knowledge of socio-legal, economic, organizational and technical, sanitary and hygienic, treatment and prevention, ergonomic, psychological and pedagogical principles of life, health and efficiency of the subjects of the educational process;
– technological: competencies for creating a safe and healthy educational environment for the subjects of the educational process, prevention of injuries and occupational diseases;
– reflexive-corrective: monitoring, analysis, control and appropriate correction of labour protection activity, continuous labour protection education and self-education.
For the first time the author’s concept of formation of labour protection competence of future future primary school teachers as a set of theoretical and methodological provisions and methodological (competence, system, interdisciplinary, activity, personality-oriented, axiological, praxeological, creative and risk-oriented) is theoretically substantiated. The pedagogical system of formation of labour protection competence of future primary school teachers is developed and its experimental model is designed. It combines the goal (which follows from the social order) and the result and includes normative-legal, theoretical-methodical practical and didactic components. The system is a holistic, hierarchical, emergent, functional and synergetic structure and provides the possibility of didactic adjustment depending on the result.
The pedagogical conditions of formation of labour protection competence of future primary school teachers are determined and realized (improvement of the content of training, formation of the value attitude to labour protection activity, active application of innovative educational technologies). The pedagogical system of formation of labour protection competence of future primary school teachers has been introduced into the practice of training applicants for higher education of the first (bachelor’s) and second (master’s) level in the specialty 013 Primary Education. The content and technologies of teaching «Life Safety», «Basics of Labour Protection» and «Labour Protection in the Field» for future primary school teachers have been improved.
The implementation of the developed system revealed the absence of statistically significant positive changes in the control group and the presence of statistically significant positive changes in the experimental group (reduction of low levels and increase of medium and high levels of occupational competence), which proves its effectiveness.
The prospects of further developments on this issue are indicated.
