The dissertation is devoted to the problem of the formation of the civic competence of a future teacher of primary school in the process of professional training.
On the basis of the comparison and systematization of the scientific sources on the research problem it is established that the term “civic competence of the future primary school teacher” does not have a single interpretation. It is considered as an integrative characteristic of a personality, which indicates the level of readiness and ability to carry out public activities and is represented by key elements of competence: civic qualities, civic values, civic virtues, universal values, democratic values, will, civic consciousness, civic identity, civic ideal, emotional intelligence, social interest, civic culture, civic duty, civic education, civic education, media education, critical thinking, communicative competence, creativity, civic activity, civic maturity, civic responsibility, civic position, civic engagement, civic socialization.
The relationship between democracy and education, the historical and pedagogical foundations and the current state of implementing civic education in the educational process are analyzed. The scientific concepts of democracy, citizenship, and civic competence are clarified and substantiated. Their common semantics and non-identity are determined, and the components of civic competence are revealed.
It has been found that the process of formation of civic competence of an individual takes place in the process of socialization of an individual in a democratic society. It takes into account the value and content aspect. The process of development of civic competence of an individual is aimed at preparation for performance of social roles, tasks in the course of activity and fulfillment of responsibilities for ensuring decisions in the process of interpersonal, intergroup and intercultural relations, as well as self-realization at different stages of life.
Practitioners emphasize a high level of civic maturity and the ability to carry out civic activities in society as signs of its formation.
In modern society, the ability to mobilize and apply appropriate values, attitudes, knowledge and skills to respond to the challenges of civil society, to interact in the community to identify and solve problems, is the civic competence of a future elementary school teacher.
The concept of “civic competence of an individual” is clarified as the ability and willingness of an individual to implement a dynamic combination of knowledge, skills and abilities resulting from civic education, including moral and ethical values, spiritual development of the individual, high social skills, professionalism and active social activities, which allows to exercise civic rights and responsibilities with a view to the development of a democratic society, improvement of living conditions, creation of a safe and harmonious environment for.
The structural components of forming civic competence are distinguished: axiological, cognitive, procedural.
The peculiarities of forming the criteria of civic competence of primary school teachers in the process of professional training are determined, namely: motivational and value criterion (development of a person as an individual and the highest value of society; awareness of society and the state as values of a higher order; awareness of the individual and identification of the individual with a particular ethnic group, taking into account cultural characteristics and civic values, the existence of interest and importance of civic participation; the ability to effectively interact and resolve conflicts in the process of solving civil problems; awareness of responsibility for the destiny of the state and society as a whole; awareness of values that contribute to the understanding of social norms of behavior and the nature of the legal framework); information and cognitive criterion (knowledge of the current legislation, ways of realizing civil rights and freedoms; availability of knowledge, principles, norms, patterns of citizenship; awareness of pedagogical technologies, content of civic education; awareness of age psychology, peculiarities of mental processes in a person; knowledge of the fundamentals of communication that facilitate effective interaction with others in the process of civic activity; knowledge and ability to integrate civic competence into the content of academic disciplines; awareness of the philosophical, legal, economic, social, and political aspects of civic competence); activity and behavioral criterion (conformity of behavior with social norms, ideals and beliefs; formation of personal qualities: tolerance, empathy, responsibility, democracy in civic participation; ability to professionally assess and solve civic education tasks in educational process and adjust own pedagogical activity.
