Straipsnyje nagrinėjama pedagogo kompetencijos problema: aptariama profesinės kompetencijos ir kvalifikacijos samprata, pateikiamos tyrimu nustatytos būsimų užsienio kalbų pedagogų profesinės kompetencijos, susijusios ne tik su pedagogo asmenybės savybėmis, bet ir su pedagogo profesine kvalifikacija. Taip pat įrodoma, kad užsienio kalbų pedagogo kompetencijos formavimas - svarbiausias pedagogo profesinio rengimo tikslas. Būsimų užsienio kalbų pedagogų profesinę kompetenciją sudaro trys dalys: dalykinė kompetencija, metodinė kompetencija, bendroji mokytojo kompetencija.

It was found that every third-fourth physical education teacher self evaluated their health education competence as insufficient. The ability to integrate health education topics into lessons of physical education was evaluated as insufficient significantly more often by representatives from countryside schools compared to those from city schools. Physical education teachers reported difficulties creating healthy surroundings, methodically directing students to harden off, conducting lessons outdoors in winter, working with the students of impaired health, explaining links between exercising and nutrition. Lack of these abilities was more emphasized by countryside teachers, and those who haven’t got higher physical education. Groups of teacher’s health education abilities extracted by the factorial analysis showed that special abilities of the physical education subject and general abilities (communication, collaboration) are less important compared to special health education abilities for successful implementation of health education tasks during the lessons of physical education. The study results suggest that projecting the prevention points of schoolchildren’s health it is important to extend, adjust and implement more single-minded theoretical and practical content of health education for present and coming teachers of physical education.

This article reveals the features of effective teamwork (teachers, specialists, parents) in management, training in working with children with special needs, in a general education school. To achieve positive results when working with children with special needs in mainstream schools, educators must have sufficient teamwork skills. The results of the study confirmed the effectiveness of the developed pedagogical, and psychological program for the optimization of command control and interaction.