EVALUATION OF THE LEVEL OF DEVELOPMENT OF THE COGNITIVE COMPONENT OF FUTURE ECONOMICS TEACHERS’ PEDAGOGICAL SKILLS

Abstract

The article presents the content of the cognitive component of the pedagogical skills of teachers at economic universities. The cognitive component of a teacher’s pedagogical skills is a combination of knowledge about the essence, features, types of pedagogical technologies, peculiarities of their application in teaching. The paper highlights directions of forming and developing the cognitive component of future teachers’ professional pedagogical skills to meet the requirements set by the modern economic higher education system. The necessity for developing the cognitive component of the pedagogical skills of future teachers at economic universities is substantiated. The essence of the process of development of the cognitive component of pedagogical skills at economic universities is that the future economics teachers should be provided with knowledge that ensures their readiness for professional pedagogical activity. The article reveals the principles underlying the development of the cognitive component of future economics teachers’ pedagogical skills and analyses their application. The fundamental principles are humanism; democratization; pedagogical creativity; orientation to problemsolving; realism; pedagogical self-development; orientation to personality; technological unity of the educational process, the use of new technologies in education; dialogization of learning. The paper describes the authorial methodology for assessing the levels of the cognitive component of pedagogical skills that have been developed by future economics teachers and the results of its practical application. The conducted research into the current state of the development of the cognitive component of future economics teachers’ pedagogical skills shows that students in master’s degree programmes at economic universities experience difficulty in understanding the ways of applying some theoretical aspects of teaching in practice, which means that their psychological and pedagogical competency needs improving. The author of this paper suggests that it would be worthwhile using the produced methodological training support resources, in particular, the special course «Pedagogical Skills of Economics Teachers» and the training programme for developing economics teachers’ pedagogical skills to successfully develop future economics teachers’ psychological and pedagogical competency and to resolve the issue of improving the quality and effectiveness of economics teacher training.