Abstract
The aim of the study is to provide scientific and theoretical substantiation of the concept of continuous methodological training of professional education teachers as a component of the modern paradigm of higher professional and pedagogical education based on competency approach. One of the reasons for this is the narrow understanding of its essence: methodical training is considered only as a component in the structure of psychological and pedagogical training, not as an integral system of specialist's professional training. Thus, there is a need for scientific justification of the objectives, content and technology of methodological training of vocational teachers as one of the conditions for improving their professional competence and mobility.
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