THE STRUCTURE AND TYPES OF PSYCHOLOGICAL AND PEDAGOGICAL COMPETENCE IN TEACHING

Abstract

This article explores the concept of psychological and pedagogical competence, focusing on its various dimensions and types. It examines both foreign and domestic approaches to defining competence in education, highlighting social, special, individual, and extreme professional competencies. The article further delves into A.K. Markova's and N.V. Kuzmina's classifications, which emphasize the teacher's ability to apply specialized knowledge, methods, and communication skills in pedagogy. Additionally, it underscores the importance of methodological competence and the teacher’s self-reflection, offering insights into the formation and modeling of psychological and pedagogical competence in higher education.