Vocational competence of the teacher in the conditions of education informatization: structural and functional model

Most studies on the educational psychology develop a problem of the teacher's personality, build verbal models of the ideal teacher applying such terms as: “professionalism of a teacher", “teaching art", “professional competence of a teacher" and others. The meaning of these concepts is defined either by description of algorithms of the educational activities the teacher should be able to conduct (activity-focused approach), or by application of adjectives fixing vocationally relevant qualities of the teacher (personality-focused approach). This article provides an alternative matrix of the structural and functional model of the teacher’s vocational competence.