ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ

Abstract

The article reveals the features of professional training future specialists in preschool education in university education. Different approaches to professional training of future teachers of preschool education, aspects of their development of professional and personal qualities are highlighted. The analysis of state documents is carried out, the purpose, tasks and the maintenance of professional training are defined, the list of competences of the graduate of higher educational institution is given. The purpose of professional training is defined as the acquisition of systematized knowledge, skills, abilities, personal professional qualities necessary for future professional activity. The key concepts of "professional training", "professional competence" are described, the components of professional training are highlighted. Vocational training is a system of organizational and pedagogical measures that ensure the formation of a person’s professional orientation, system of knowledge, skills, abilities and professional readiness. Professional competence is the teacher’s ability to solveprofessional problems on the basis of professional knowledge and skills that integrate with the development of personal professionally significant qualities.The basic principles of organization of the process of professional preparation of future specialists of preschool education are theoretically substantiated. The principle of integrativeness, which provides quality teacher preparation and is the basis for improving the content of education, is revealed in detail. The stages of professional pre parathion future specialists are singled out: formation of basic general competencies; professionally specialized competencies; specializedprofessional and pedagogical competencies; practice-oriented and research competencies. The essence of the competency approach is revealed, which guarantees a high level of preparation of a competitive specialist. Educational technologies in training of the future specialist in preschool education are allocated.