ПЕДАГОГИЧЕСКАЯ СТУДИЯ КАК ФОРМА РАЗВИТИЯ МЕТОДИЧЕСКОЙ КОМПЕТЕНТНОСТИ ВОСПИТАТЕЛЕЙ В УСЛОВИЯХ ИНКЛЮЗИВНОЙ ОБРАЗОВАТЕЛЬНОЙ ПРАКТИКИ

Abstract

Statement of the problem. Analysis of educational theory and practice made it possible to highlight the contradiction between the need of society, the state and the pedagogical community in pedagogical workers who are ready and able to integrate interdisciplinary knowledge and skills in solving professional tasks in the field of methodological activities and insufficient development of pedagogical support aimed at the development of this quality of teachers. The problem which the article is aimed at is the allocation and justification of pedagogical support, which contributes to the development of methodological competence of the teacher in the conditions of inclusive educational practice of the pre-school educational organization. The purpose of the article is to justify the developing potential of the pedagogical studio as one of the organizational forms in the development of methodological competence of educators in conditions of inclusive educational practice. The methodology of the study is based on the main provisions of the competency, system-activity approaches, regulatory requirements of the teachers’ professional standard, analysis of innovative experience reflected in the scientific and research works of scientists on the development of methodological competence of educators. Research results. The author’s understanding of the following phenomena was revealed: “methodological competence of educators” and “pedagogical studio”. On their basis, the program of pedagogical studio “Methodist” aimed at the development of methodological competence of educators has been developed and implemented. Three stages of implementation of the pedagogical studio program are disclosed and characterized: organizational, main and analytical-reflexive stages. Data analysis of online survey of Krasnoyarsk preschool teachers is presented, on the basis of which the content of the pedagogical studio program was designed. Conclusion. Implementation of the developed program of the pedagogical studio «Methodist» contributes to development of methodological competence among teachers in conditions of inclusive educational practice.