Pedagogical Partnership Competence as One of the Key Professional Skills of a Modern Teacher

Abstract

It is substantiated that one of the key professional competencies of a modern teacher is the competence of pedagogical partnership, which is aimed at the formation and development of the personality of an education seeker, ready for successful self-realization in life. It is emphasized that the competence of pedagogical partnership in both general secondary and higher and postgraduate education ensures the achievement of a single goal and the solution of common tasks. Attention is drawn to the fact that the main role in the organization of partnership interaction, in our opinion, is played by the teacher, since it is he who must fully possess the competence of partnership as one of its mandatory  1) twelve professional competencies (professional standard "Teacher of a general secondary education institution") and 2) twenty-four competencies (professional standard "Teacher of a higher education institution"). The following main components of the studied teacher's competence have been identified: 1) recognition and perception of the partner as an independent individual; 2) equal communication for the sake of realizing a common goal and solving common tasks; 3) mutual understanding, mutual respect, mutual trust, mutual support as the basis of partnership interaction; 4) cooperation and codependence to achieve a common result; 5) activation of each individual element of the partnership in order to ensure the progress of the entire system of interactions aimed at ensuring their maximum effectiveness; 6) adherence to moral, ethical and social principles of cooperation; 7) joint overcoming of barriers of various kinds and types; 8) resolving conflicts by eliminating their causes; 9) developing and implementing mechanisms and methods of interaction between participants in the educational process; 10) openness, transparency and responsibility in the implementation of a particular activity; 11) mutual planning and mutual structuring of a jointly defined trajectory of actions in general and each of their stages in particular; 12) analysis of achievements and shortcomings of partnership interaction in order to determine possible ways of its correction; 13) implementation of self-assessment and self-regulation as a guarantee of improvement of joint current and future actions; 14) taking into account the interests, views, positions and aspirations of each partner in order to meet the needs of each individually and all together. It is concluded that the competence of pedagogical partnership is a key professional ability of a modern teacher, which requires the development of a clearly defined model of its formation, development and improvement. This competence is aimed at implementing one of the tasks of the National School of Education - to help reveal and develop the abilities, talents and capabilities of each child based on a partnership between the teacher, student and parents; as well as the goals of higher education institutions - to ensure the professional training of future specialists in a specific field, capable of providing relevant services qualitatively and skillfully and satisfying the needs and demands of society.