PROFESSIONAL DEVELOPMENT OF A HISTORY TEACHER IN THE CONTEXT OF IMPLEMENTATION OF THE CONCEPT OF THE NEW UKRAINIAN SCHOOL

Socio-political, economic and cultural changes in recent decades, multiplied by the deep social crisis that has engulfed modern world, have affected not only production political processes but also education. These new external internal factors cause need to adjust existing conceptual foundations of training teachers work New Ukrainian school, which determines topicality our study. The article analyzes theoretical methodological aspects professional development a history teacher their reflection semantic, operational contextual components qualification component pedagogical skills School teacher. concept “New School” is described as key reform Ministry Education Science Ukraine state educational policy on quality assurance education analyzed.
 It was found according State Standard basic platform for formation integral image NUS formed fourteen core competence. creates perfect established theory professionalism defined specific psychological personal production, characterized competence ability perform creatively tasks. specification cognitive-technological qualities are necessary mastering historical sciences given, its content form based dual mechanism material direction from knowledge fact awareness it part one's own life. substantiated leading role teacher’s his innovate, clear motivation meaningful innovative position, join innovation be initiator. According results study, updated functional activity directs evolution towards modernization general model causes reinterpretation place native environment.