Tatyana Shabanova

The paper presents a model of psychological-pedagogic meta-competence and its constituent subject competences. The conditions and tasks of teaching students to form their psychological-pedagogic meta-competence and self-development are described. The author describes the substantive and organizational principles implemented by in the course “Psychology of educational activities” in the framework of an inno-vative project of pedagogical high school; gives examples of specific forms, methods and technologies of training.

The paper analyzes the characteristics and psychological and pedagogical barriers in training of medical schools lecturers in the system of additional vocational training. The results of an empirical study of profes-sional and personal qualities of doctors-educators describe psycho-emotional state, professional self-esteem and values, individual style of teaching. The terms and learning objectives of training students to improve their psycho-pedagogical competence and self-development are described. The content of the program of the course “Pedagogy and psychology of higher education” for teachers of medical universities, specific forms, techniques and technologies of training are given.

The paper considers theoretical approaches to understanding the professional pedagogical competence, analyze its nature and intrapersonal foundation. The results of their own empirical study of the effect of anx-iety on various indicators of educational competence of the teacher. The data analysis displays of professional competence of teachers with different characteristics of the emotional sphere in the space of communication and interaction with students in the classroom