CIVIC COMPETENCE AS A BASIS FOR SELF-DEVELOPMENT AND SELF-EFFECTIVENESS OF A PRIMARY TEACHER

Abstract

The purpose of the article is to analyze the scientific literature on the interpretation of the concept of “civic competence” and its impact on the formation of a self-effective primary school teacher. The research methodology is based on a combination of a complex of complementary scientific approaches: competence and systemic. Their combination made it possible to carry out a deep and multifaceted study of the material. The scientific novelty lies in the comprehensive theoretical substantiation of the influence of civic competence on the self-efficacy of a primary school teacher. Conclusions. Developed civic competence contributes to an increase in the level of self-efficacy of a primary school teacher through awareness of the social significance of their profession, involvement in public life, the ability to act proactively, make informed decisions and defend their own pedagogical position. The civic competence of a primary school teacher includes 3 components, namely: cognitive, emotional-value and behavioral. Civic competence creates a value-motivational basis for the teacher’s self-development, and self-development, in turn, deepens civic consciousness. As a result, a high level of self-efficacy is formed, which is manifested in professional confidence, readiness for change, for innovative activity and social responsibility. The formation of civic competence of primary school teachers is possible only under the conditions of creating an educational environment built on the principles of democracy, equality and partnership, implementing courses, trainings, master classes in civic education and pedagogical ethics, providing opportunities for self-education and selfdevelopment of the teacher. Practical manifestations of civic competence of a primary school teacher are pedagogical reflection, participation in social initiatives, volunteer or educational projects, self-education.