TEACHER'S FORECASTING COMPETENCE: A COMPARATIVE ANALYSIS OF PROFESSIONAL STANDARDS IN ESTONIA AND UKRAINE

Abstract

B a c k g r ou nd . The article presents the results of a comparative analysis of the structure and content of predictive competence in teacher professional standards in Ukraine and Estonia. It identifies key differences in professional standards that can positively influ- ence the effectiveness of teacher activities.

Purpose and objectives. The analysis revealed that the Ukrainian and Estonian standards have different approaches to the definition and conceptualization of predictive competence. The Ukrainian standards define predictive competence as the ability to predict the de- velopment of educational processes and to make informed decisions about teaching methods and strategies. The Estonian standards, on the other hand, define predictive competence as the ability to anticipate the needs of learners and to design educational experiences that meet those needs. The analysis also revealed that the Ukrainian and Estonian standards have different emphases in terms of the content of predictive competence. The Ukrainian standards emphasize the ability to predict educational trends and to adapt teaching methods accordingly. The Estonian standards, on the other hand, emphasize the ability to integrate technology into teaching and to design curriculum that is relevant to the 21st century skills students need.

Re su lt s . The identification of key differences in the Ukrainian and Estonian standards provides valuable insights into how to en- hance the effectiveness of teacher activities. By recognizing the strengths of both approaches, Ukrainian educators can develop their predictive competence in ways that positively impact their teaching practices and student outcomes.

C onc lu si on s . The article also describes ways to improve predictive competence, including focus on technological advance- ments and emphasize adaptability and forward-thinking. Estonian standards emphasize the importance of forecasting in the context of technology integration and curriculum design. This focus is important in Ukraine, as the country seeks to become a leader in digital education. Also, Ukrainian standards emphasize the ability to adapt to evolving educational trends. This focus is also important in Esto- nia, as the country's educational landscape is constantly changing. Ukrainian educators can benefit from learning how to be adaptable and forward-thinking in their teaching practices.