PROFESSIONAL CREATIVE COMPETENCE IN PRIMARY EDUCATION

This article examines the conceptual and theoretical foundations of competence and competency within the context of contemporary educational modernization. Competence is interpreted not as an alternative to knowledge, skills, and abilities, but as an integrative construct that ensures their effective application in practice. The study highlights the multidimensional nature of competence, encompassing cognitive, operational-technological, motivational, ethical, social, and behavioral components. Particular attention is given to the development of professional competence among prospective teachers, which is shaped by a complex interaction of socio-political, psychological, and pedagogical factors. The article systematizes existing approaches to the classification of competencies, distinguishing between key (general) and specialized (subject-specific) competencies, and emphasizes the role of transversal skills in ensuring adaptability across various educational domains. Furthermore, the structure of educational content is analyzed within the framework of the problem-activity model, identifying key, interdisciplinary, and subject-specific levels of competency development. In addition, the study outlines the essential components of professional-pedagogical competence and specifies the competencies required of teachers in pedagogy and psychology, including communicative, informational, self-development, social-civic, and general cultural competencies. The findings underscore the necessity of fostering competence-oriented education that promotes critical thinking, independent learning, effective communication, and continuous professional growth.