HEALTH-SAVING COMPETENCE AS COMPONENT OF PROFESSIONAL COMPETENCE OF FUTURE ENGINEER-TEACHER

Purpose. To develop and describe the structure and content of the components of the future engineer- teacher's health-saving competence. Methods. In addition to general scientific methods (analysis, synthesis, generalization, comparison, collation, systematization), empirical methods were used: analysis of normative legal documentation, philosophical, psychological, pedagogical and methodological literature. Results. The development of health-saving competence of university students is a problem that is currently being solved by scientists and practitioners from different areas of knowledge: physiologists, psychologists, sociologists, educators at all levels of the education system, etc. Accordingly, knowledge components are integrated to enable a modern person to maintain health for a long time and feel like a full-fledged member of society for many years. The health-saving competence of an engineer-teacher can be presented as an integral, professionally significant quality of a personality, which is manifested in the general ability and readiness to organize pedagogical activities in the aspects of preserving, forming and strengthening health, based on the integration of knowledge about health with experience in its preservation and strengthening. To develop health-saving competence, it is necessary to introduce an axiological approach into the content of training future engineers-pedagogues, according to which the concept of health should be considered as a universal, ethnocultural and civilizational value of the invariant and variable component of education. Conclusions. The health-saving competence of an engineer-teacher at the level of the personality can be represented through a complex of certain components: value-motivational, cognitive, operational and technological. Correlating professionalism with different aspects of a specialist's maturity, we can distinguish four types of professional competence: special, social, personal, and individual. In the structure of health-saving competence, it is proposed to distinguish three components: content, activity and personal. Given the extremely low level of health in Ukrainian society in general and students in particular, there is an urgent need for the integrative introduction of certain topics and concepts in health protection into the curricula of future engineer-teachers, in the content of specific subjects and in particular academic disciplines.