РІВНІ ПІДГОТОВЛЕНОСТІ МАЙБУТНІХ ВЧИТЕЛІВ ГЕОГРАФІЇ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ НА ЗАСАДАХ КОМПЕТЕНТНІСНОГО ПІДХОДУ

The article describes the level of preparation of future teachers of geography for each component of preparation for professional activity on the basis of competence approach. Auto-psychological, self-organizing, reflexive, self-educational, organizational, leadership, and technological components are included in the components of the future geography teachers’ preparation for professional activity. Based on the criteria and relevant indicators, the preparedness levels of future geography teachers are set to be low, sufficient, medium and high.On a general scale, a low level indicates that the future geography teacher is completely unprepared for a professional activity based on a competent approach. In these circumstances, such a teacher will feel insecure, inadequate to respond to the challenges that will arise in professional activity and professional development, and will require constant methodological assistance and motivation.On a general scale, a sufficient level of preparedness indicates a certain minimum admissibility of the future teacher of geography for professional activity on the basis of a competence approach. In these circumstances, such a teacher will often be able to feel confident, sometimes adequately responding to challenges that will arise in professional activity and professional development. However, such teacher will sometimes need methodological help and motivation. The average level of preparedness indicates that the future geography teacher is appropriately prepared for professional activity based on a competency approach. In these circumstances, such teacher can always feel confident, almost constantly adequately respond to the challenges that will arise in professional activity and professional development. Methodological help and motivation for such a teacher will be needed only sometimes.High level of preparedness indicates the effective preparation of a future geography teacher for professional activity based on a competence approach. In these circumstances, such teacher will always feel confident, able to constantly and adequately respond to the challenges that will arise in professional activity and professional development. Methodical help and motivation is not needed for a teacher.