ON THE FORMATION OF HOLISTIC COMPETENCE OF A TEACHER AS AN EDUCATIONALIST
The modern teacher as an educationalist should possess holistic and, in fact, universal competence. This being said, both integrity and universality can and should be set on the basis of an integration principle. Now this principle is not fully developed and implemented in education sciences, the consequence of which is the domination of a summative (Russ. суммативный) approch that can allow one to reach certain quantitative results but does not provide qualitative transformations. The purpose of the article is to present results of the analysis of the essence and conditions of application of the principle of integration in designing, implementing and evaluating the formation of the holistic competence of teachers as educationalists on the initial level of personal and professional development. Main methodology of the study implies a combination of systemic and ontological approaches (“ontological qualities” of the system, logic of self-development, openness and self-organisation as essential properties of complex systems), principle of systematic analysis, principle of integration, competence-based approach. The study has been carried out with the use of theoretical (essence-related analysis and systematisation of the competence-based proﬁle of the teacher as an educationalist; analysis of integral characteristics of educational systems) and empirical (questionnaires, essays) methods. The study shows the correctness of the hypothesis about the domination on the standard- and individual-related levels of summative logic in evaluating the competence-based proﬁle of the teacher as an educationalist and self-awareness of college students of pedagogy as pedagogues-educationalists. Designing and development of the educational system of an institution of higher education on the principle of integration will allow one to create conditions for understanding the essence of unity, integration, professional and personal stance of the pedagogue and educationalist; for early immersion of the student into the educational space of the group, year, faculty and institution; for the development of a subject-based position as to the solution by the pedagogues, faculty, university to the educational tasks and self-discipline; for understanding of the essence and ways of forming integrated properties and qualities of the educational system, the role of members of this system in this process, of themselves as subjects.