ANALYTICAL COMPETENCE OF TEACHER: COMPONENTS AND DEVELOPMENT PATHWAYS

Rapid changes caused by martial law and technological progress require instant reaction and decision-making, particularly in the field of education. Teachers face unexpected situations every day: air raids, blackouts, post-traumatic stress disorder in students and colleagues, various mental conditions, and overtime stress. The teacher's schedule does not allow him or her to take a «time out» and/or get instant help during the educational process, so immediate decisions must be made independently - based on experience, available information and knowledge. In order to make the best decisions «here and now», it is necessary to quickly analyse the situation, available opportunities and determine trajectories for further movement. The purpose of the article is to explore the concept of teacher's analytical competence, its components and ways of development in the context of modern education. The author uses the following methods: analysis of literature and sources on the components of analytical skills, the essence of analytical competence, descriptive method, generalisation method and comparative analysis. The essence of a teacher's evaluative and analytical competence, its components, and the professional functions that involve its application, as well as the concept of analytical competence, have been examined. Research on the development and the level of formation of teachers’ analytical competence has been analyzed. The article describes the components of analytical skills: logical thinking, critical thinking, communication skills, research skills, data analysis and creativity. The importance of developing analytical skills for assessing students' learning achievements, making informed decisions and adapting the educational process is emphasised. The key aspects of a teacher’s analytical competence have been identified. The article describes and analyses methods of competence development, including the use of case studies, teacher collaboration in professional groups, and the introduction of digital technologies as well as the experience of Ukrainian colleagues in developing a technology of special tasks that can be used in teacher training. The results of the analysis demonstrate the need for increased attention to the aspect of analytical competence development in the professional training of teachers in Ukraine.