TEACHER’S READINESS TO TEACH CONTROVERSIAL ISSUES OF SOCIAL SCIENCE IN THE FRAMEWORK OF PERSONALITY-ORIENTED EDUCATION

Abstract

Continuing education provides the development of teacher’s abilities both in the classroom and extracurricular activities. At the courses of advanced training for history teachers particular attention is paid to the professional readiness to teach subjects of social-humanitarian cycle, including some controversial issues of science. The article analyzes the professional functions and personal development that allow the teacher to express his personality through teaching controversial issues of Social Sciences and Humanities. The functions of personally oriented education are described. The necessary conditions of teacher’s professional readiness to implement creative models of pedagogical activities expressing the uniqueness of his outlook on teaching controversial issues of Social Sciences and Humanities are given. After the analysis of the approaches, we focused on one of the criteria of readiness, a subjectmethodical one, as an indicator of scientific novelty. It is subject-methodical readiness, that will allow the teacher to implement the personal-oriented technology in teaching controversial issues of Social Sciences at secondary school. The teachers who develop and implement the programs of professional education of different levels can use the results of the research.