Компетентностное конструирование уверенности педагога в себе

The article provides a socio-psychological phenomenon of self-confidence pedagogical interpretation. Namely, self-confidence is represented as a personality-educational construct, a special fundamental educational object that determines one of the goals, the result, the content of education and the method of its implementation. As a result of an analysis of interdisciplinary research of self-confidence, a conclusion is made about its competence-based nature. Self-confidence is educated and operationalized as one of the common (general cultural) competency constructs: personal and educational competence and competence. Since we are talking about an additional professional education of a teacher, self-confidence is presented as a goal-vector of this particular level of competence education. The basis of pedagogization, competence modeling and facilitation of self-development of self-confidence is the general scientific methodological idea of ​​the construct and the construction method. The article provides a general scientific intensive informative description of self-confidence, on the basis of which its andragogical definitions are given. For pedagogical substantiation, links are established between cognitive descriptions of confidence and competence, when the characteristics of the basis (competence) are attributed to the subject (confidence). All this allows you to create an andragogical conceptual system of theoretical-normative-axilological models of teacher confidence in yourself as a personality-educational construct for designing the substantive content of an educational project in the form of competence-designing confidence training for teachers in the institution of additional professional education. An understanding of the non-judgmental, hermeneutic principle of the “traffic light” is based on the understanding of confidence as a personal construct in opposition to its uncertainty and aggressiveness, which is a method of qualitatively pedagogical measuring confidence by intensely describing the phenomenon and self-reflection of its manifestation in the teacher’s own behavior. Assertive competence-pedagogically constructed declarative-procedural-evaluative knowledge (experience) is lived through the process of competence-based self-confidence training in the logic of the hermeneutic circle, which organizes a productive movement of thought activity of students in the framework of hermeneutical reconstruction techniques. The initiating and motivating factor in the construction of self-confidence is professional-personal reflection. It is central to the competence-based method of reflexive-design facilitation of self-development of self-confidence. Finally, the article identifies the optimal invariant of the content of the teacher’s self-confidence as a competence construct, its varied andragogical content for self-confidence training, as well as the minimum necessary and sufficient.