METHODOLOGICAL COMPETENCE OF EDUCATORS AT PRE-SCHOOL EDUCATIONAL INSTITUTION AS A COMPONENT OF PROFESSIONAL COMPETENCE

Abstract

ALEKSІEІENKO-LEMOVSKA Lyudmyla – Candidate of Pedagogic Sciences, Associate Professor, Professor of the Pedagogy and Psychology of Preschool Education and Children’s Art Department, Faculty of Pedagogics and Psychology, National Pedagogical Dragomanov University, Pyrohov str., 9, Kyiv, 01601, Ukraine (al-lem17@ ukr.net)ORCID: http://orcid.org/0000-0001-5391-0719ResearcherID: http://www.researcherid.com/rid/L-3162-2018DOI: https://doi.org/10.24919/2313-2094.7/39.140926To cite this article: Aleksіeіenko-Lemovska, L. (2018). Metodychna kompetentnist vykhovateliv zakladiv doshkilnoi osvity yak skladova profesiinoi kompetentnosti [Methodological competence of educators at pre-school educational institution as a component of professional competence]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 7/39, 13–26. doi: 10.24919/2313-2094.7/39.140926 [in Ukrainian].Article historyReceived: 3 May 2018Received in revised form: 7 June 2018Accepted: 10 July 2018Available online: 12 September 2018 Abstract. The profession of the pedagogue means transforming and managing simultaneously. In order to manage the process of individual development, it is necessary to be competent. The notion of professional competence of a pedagogue expresses unity of his/her theoretical and practical readiness to the integral structure of a personality and describes his/her professionalism.Content of professional competence of a pedagogue of one or another major is determined by qualification characteristics. It constitutes a normative model of a pedagogue’s competence, reflecting theoretically substantiated professional knowledge, abilities and skills. A qualification characteristic is, in fact, a compilation of generic requirements to a pedagogue at the level of his/her theoretical and practical experience. By conditional separation of professional competence from other personal transformations we mean that acquisition of knowledge is not a goal in itself but a very important condition for production of «knowledge in action», i.e. abilities and skills as a main criterion of a professional readiness. Understanding the essence of pedagogical abilities makes it possible to comprehend their internal structure, i.e. an interdependent connection between actions (components of abilities) as relatively individual personal abilities.Professional competence of a pedagogue is a complex and faceted process based on not only general pedagogical principles, but on modern requirements to the training of a young specialist.In modern researches, terms «methodological competency» and «methodological competence» are often used as synonymous. Methodological competence of teachers in preschool educational institutions is an integral multilevel professional meaningful characterization of the teacher’s personality and activities, which is based on effective professional experience; it displays the system level of functioning for methodological, teaching and research knowledge, skills, experience, motivation, abilities and readiness to the creative fulfillment in scientific, methodological and pedagogical activity in general, provides the best combination of professional practices in teaching activity.The structure of the competence of the specialist involves experience (knowledge, skills), orientation (needs, values, motives and ideals) and quality (ability to synergetic manifestations, adaptation, scaling and interpretation, self-development, integration, transfer of knowledge from one branch to another).The structure of methodical competence as the result of the training of future educators of pre-school institutions is due to its components being the key, basic, special and partly professional competencies, each of which has a cognitive, activity and personal aspect.As a result, professional competence of a pedagogue can be presented as unity of his/her theoretical and practical readiness. Acknowledgments. Sincere thanks to the head of the Pedagogy and Psychology Department, Early Childhood Education and Children’s Art Department of the National Pedagogical Dragomanov University, Prof. Tsvetkova Hanna.Funding. The author received no financial support for the research, authorship, and/or publication of this article.