Abstract

This article deals with the problem of developing the cultural competence of teachers in their professional activities. Currently, in the theory and practice of education from the point of view of culture, there is a conceptual turn towards education and cultural ideas of education. Changes in the field of educational goals associated with the global task of ensuring the integration of a person into the modern world, its effective adaptation to constantly changing living conditions, require solving the problem of achieving a socially oriented result. Thus, culture includes not only the internal (psychological, spiritual) qualities of the teacher's personality, but also his methods of activity and their results. Therefore, the use of a cultural platform as a methodological basis for preparing teachers for the development of cultural competence makes it possible to ensure the effectiveness of this pedagogical process. The cultural approach ensures the mastery of culture as a system of values ​​and the development of the personality of the teacher, self-realization, and the foundation of competence plays an important role in the development of the professional competence of the teacher, as well as cultural competence in the new model of education as a fundamental paradigm of modern education. Cultural competence characterizes the totality of knowledge, qualifications, skills and methods of teachers in the field of culture, abilities, qualities and qualities that determine the productivity of social and professional activities. In connection with the research problem, a questionnaire was taken from teachers, as a result of which the first levels of understanding associated with the concept of «cultural competence» were determined. In connection with the research problem, a questionnaire was taken from teachers, as a result of which the first levels of understanding associated with the concept of "cultural competence" were determined. In accordance with the purpose of the study, the theoretical and methodological foundations of the problem of developing the cultural competence of teachers in their professional activities are analyzed and practical ways of solving it are proposed.