Integrity in the Professional Competence of Future Teachers: Theoretical and Methodological Aspects of the Problem

Research task. The aim of the study is to reveal the essence of integrity as a key component of a teacher’s professional competence through the perspective of virtue ethics and contemporary philosophical approaches. Main material presentation. The study focuses on revealing the content of integrity as a fundamental element of professional teacher competence. It analyzes philosophical and ethical approaches to understanding virtues, particularly in the context of the Aristotelian tradition (phronesis, episteme, techne) and its contemporary interpretations. Practical wisdom, epistemic curiosity, academic integrity, and reflective capacity are identified as essential traits of an effective teacher. Emphasis is placed on the importance of developing the ability to make moral judgments in professional activity, as well as on the role of pedagogical virtues in responding to the challenges of today’s multicultural and institutionally constrained educational environment. Special attention is paid to the communicative nature of virtues as elements of professional practice that emerge through interaction within the educational community. Conclusions. The professional competence of a teacher goes beyond technical skills and includes moral and ethical qualities. Virtue ethics, combined with social constructivist approaches, provides a methodological foundation for shaping a morally responsible educator capable of acting ethically in complex situations.