Theoretical and methodological approaches to development deontological competence of the teacher
This article is devoted to the development of deontological competence of the teacher. The urgency of the consideration of this problem is determined by the particularities of the professional activity of teachers, the process of humanisation and democratisation of educational relationships based on the idea of the priority of moral and ethical, legal rules and regulations, knowledge of teacher professional duty and responsibility for the results of their work. We analyse the historical and pedagogic bases deontological directions in activity of the teacher. The review works Russian and foreign authors, devoted to problems of morality, the justification of ethical aspects of teaching. It is pointed out that respect for the teacher’s deontological norms, determines the success of their social and professional development, ensures the effectiveness of the organisation’s own activities and those of other participants in the educational relationship. We identify the principles that guide the professional activity of the teacher on the observance of deontological postulates; we determine it by de-ontological requirements for teacher professional functionality. The definition of the concept of “deontological competence of the teacher.” The main aspects of the examination of ethical competence of the teacher (legal, regulatory, behavioural, moral and ethical) that constitute the essence of the structuring of the phenomenon. According to the results of the study, it is found that the development of deontological competence of teachers should focus on meeting the requirements of the professional standard, and other legal documents in the field of education with the priority observance of moral and ethical imperatives in behavioural trajectory of the teacher.