ОСОБЛИВОСТІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ

Abstract

Innovative educational trends in the preschool education system require a new type of teacher and make extremely high demands on his professional competence. The article describes current issues of professional training of future specialists in preschool education. The need for professional training of pedagogical staff of preschool education institutions leads to the development of new approaches to technologies and methods of professional training of future specialists. An integral component of the professional training of future educators is the formation of professional qualities. The training of future specialists in preschool education is considered as a multifactorial structure, the main task of which is the acquisition by each student of a personal sense of activity, the formation of professional skills, an ever-growing interest in working with children and their parents, as well as in the development of success in activities. Qualitative training of a preschool teacher includes interdisciplinary and intradisciplinary integration, the implementation of personal-activity and systemic approaches. An analysis of approaches to the organization of the educational process in institutions of higher pedagogical education was made. Professional training of a future specialist in an educational institution is carried out in the pedagogical process and includes the following components analyzed in the article. The basic principles of training future preschool teachers and primary school teachers in the light of the concept of early childhood and preschool education and the concept of the New Ukrainian School define the provisions of the following approaches: humanistic; axiological; interdisciplinary; personally oriented; technological; activity; competent. The training of preschool teachers is characterized by the presence of two methods of integration: horizontal and vertical. The issues of organization of the learning process within the andragogic approach require further consideration.