Phenomenon of Prognostic Competence of Future Primary School Teachers in Scientific Literature

Abstract

Prognostic competence of future primary school teachers is an important component of their professional competence. It includes the teacher's ability to predict possible learning outcomes of students and adjust their work in time. Prognostic competence of a teacher of primary grades of a general secondary education institution is considered as the ability to predict and plan educational process, safe educational environment, as well as the results of children's learning, based on a set of prognostic knowledge, skills and abilities. The prognostic knowledge of future teachers is characterized by their understanding of the specifics of forecasting, the content of forecasting activity, mastering the theoretical foundations of forecasting, determining the stages and actions during forecasting, understanding and concentrating on the correctness of selecting the final and expected result, understanding actions during forecasting, a clear vision of actions and events, etc. We consider the prognostic skills of the future teacher of junior grades as a system of predicting the future result, making corrections and changes on the way to its achievement, the ability to see future circumstances, analyze the received data and information in order to obtain the expected result. The prognostic activity of a future primary school teacher, which is systematically carried out according to a clear algorithm, contributes to the gradual formation of automated prognostic skills. The algorithm for the formation of prognostic competence should include six stages, each of which qualitatively affects the development of the components of the competence of future primary school teachers, such as: (1) familiarization with the theoretical foundations of forecasting, (2) mastering practical methods of forecasting, (3) using forecasting in the educational process, (4) evaluation and analysis of forecasting effectiveness, (5) practical implementation of forecasts in professional activities, (6) constant improvement of the level of competence in the field of forecasting. The process of formation of prognostic competence of future primary school teachers is influenced by various factors: their knowledge of psychology, pedagogy, teaching methods, practical experience of working with elementary school students, as well as the internal motives of the individual, the desire for self-realization, and self-motivation.