Professional Pedagogical Activity Research Articles

ФЕНОМЕН ЕКОНОМІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ТРУДОВОГО НАВЧАННЯ ТА ТЕХНОЛОГІЙ: ТЕОРЕТИЧНИЙ АСПЕКТ

The article analyzes approaches to the interpretation of the phenomenon of economic competence of future teachers of labor education and technologies, proves the importance of its formation primarily due to the high social responsibility of pedagogical specialists of this profile. The statement is substantiated that in modern socio-economic conditions there is a question of improving the labor training of the younger generation, which aims to form not only technical and technological knowledge, practical abilities and skills, but also economic ones, which, in turn, are necessary for the training of applicants education for future professional activity and life in today's realities. The analysis of this problem was carried out based on the scientific works of both Ukrainian and foreign scientists. It is established that economic competence, being the result of the acquisition of abilities and skills, professional and life experience, special knowledge, contributes to the comprehensive development of the individual.The study of approaches to the formation of economic competence of education seekers in domestic and foreign sources made it possible to prove that currently in pedagogical theory and practice, certain experience has been accumulated on this issue. The conducted theoretical research made it possible to characterize the importance of training future teachers of labor training and technology in institutions of higher pedagogical education, taking into account the economic aspect and its direct relationship with the organization and conduct of the educational process in institutions of general secondary education in the lessons of labor training and technology. According to the analyzed approaches and one's own vision of the problem, a proper interpretation of the concept of "economic competence of the future teacher of labor education and technologies" was proposed as: an integrative quality of the individual characterized by a high level of economic knowledge and skills, needs, motives and cognitive processes that enable the specialist's ability to carry out professional pedagogical activity taking into account the economic realities of today. The prospect of further research is the selection of the main system-forming components of this concept, their thorough analysis and characterization.

Ролевая структура профессиональной деятельности педагога высшей школы в условиях цифровизации образовательной среды

In the context of changing the paradigm of vocational training, teachers of higher education are faced with new requirements related to changes in the content of the pedagogical process and new functions that teachers need to master in the context of the introduction of systemic and integrated learning technologies. The elements of the educational environment form a whole range of new forms of activities that a modern teacher must implement in the educational process. The current conditions determine the emergence of contradictions, the resolution of which requires the study of a new role structure of professional pedagogical activity. The purpose of the publication is to present the results of a study of the role structure of pedagogical activity in higher education, to identify areas of gaps in the expectations and assessments of the existing role structure of teachers on the part of students and in the assessments of the teachers themselves. The sample of respondents-teachers consisted of more than 70 people, as well as more than 200 people - students of various areas of training at universities in Novosibirsk. The methodological basis of the study is the principles of the subject-subject approach in pedagogy, a number of developments of domestic researchers dedicated to the formation and development of open education in the Russian Federation, as well as the evolution of the teacher's role set in connection with changes in the pedagogical paradigm of higher education). In the process of collecting empirical material, the author's standardized questionnaire was used to identify the types of roles of a modern teacher. As a result of the study, the predominant types of roles in the professional activities of teachers of higher education were identified, a comparison was made in the areas of training, gaps were identified in relation to the existing role structure in the views of teachers and students, as well as between the expectations that students have and those roles that today demonstrated by teachers in the learning process. The novelty of the study lies in the empirical substantiation of the role model of a higher education teacher, determining the most relevant roles and identifying those problem areas that require systematic and targeted work on self-development and professional development of higher education teachers.

Emotional burnout of teachers as a factor of their professional inefficiency

The problem of schoolteachers’ emotional burnout and of the personal and professional deformation associated with it is relevant for the pedagogical community all over the world, and Russia is no exception. According to special studies, in 2020, 75 % of schoolteachers in Russia had clear symptoms of burnout, and 38 % were in its acute phase - when burnout significantly affects the quality of life and the ability to work. For any profession, but to a greater extent for the socially oriented (helping) one including schoolteachers, emotional burnout has negative consequences for the ‘burnt out’ specialist, for his colleagues and for his students. The article presents the results of the sociological study of the issues of improving the professional-pedagogical activities of teachers in the Republic of Bashkortostan, which was conducted in April-June 2022 as part of the data for the parliamentary hearings in the State Assembly - Kurultai of the Republic of Bashkortostan (N = 4529). Respondents proportionally represented four groups of schools: Ufa, other cities of the region, centers of municipalities, and villages. The article aims at assessing the scale and forms of emotional burnout among schoolteachers in the region and at identifying the factors-causes (personal and organizational-professional) of its symptoms, negative consequences of burnout in relation to working conditions, and measures to minimize and prevent such consequences. The problem of burnout is determined not so much by individual causes as by management practices inherent in the education system, wages, irregular and uncontrolled workload, and the features of the profession which implies the risk of burnout. The author believes that the scale of emotional burnout of schoolteachers requires a research approach based on the interdisciplinary methodology. Moreover, it is important not only to study the problem but also to propose reasonable measures to help schoolteachers to get out of the burnout condition, and, most importantly, to improve the organization of work in schools: analysis of business processes in school and their optimization, limiting the number of extracurricular activities, increasing the availability of medical and psychological assistance, diagnostics of burnout and providing assistance based on its results.

CURRENT PROFESSIONAL AND PEDAGOGICAL REQUIREMENTS FOR EDUCATORS OF HIGHER MEDICAL EDUCATIONAL INSTITUTION

The primary role of educators at a higher medical educational institution involves sharing knowledge, providing educational guidance, and ensuring students understand the subjects they teach. This mission requires special mental traits, long-life training, ability to combine the knowledge and erudition of a scientist and the art of a teacher, high intellectual and moral maturity, awareness of the duty and responsibility for fostering and training highly qualified medical specialists.
 Therefore, the professional pedagogical activity of educators must be considered as a complete dynamic system that combines the theoretical components related to providing the essence of science and practical components aimed at solving specific practical tasks.
 The article considers the modern requirements for educators of a higher medical educational institution, determines the complex of the personal, professional and pedagogical characteristics. The main functions of the pedagogical activity of a modern educator of a higher medical educational institution over the course of doctor’s training are supported by various innovative teaching and learning technologies aimed at strengthening the motivation to study, ability to work independently, fostering clinical thinking, professional skills and abilities. This enables to achieve new results in the formation of the student's personal qualities, creating a basis for the further development of a creative personality, their preparation for future independent medical activity as well as the awareness of the need for lifelong education.

TUTORING – PEDAGOGICAL INNOVATION IN PROFESSIONAL AND PEDAGOGICAL TRAINING OF TEACHERS IN HIGHER EDUCATION INSTITUTIONS

The article is devoted to the theoretical substantiation of the expediency of introducing tutoring technology as a type of pedagogical innovation in the professional and pedagogical training of a teacher at a higher education institution. It was found that professional and pedagogical training is an important normative condition within the framework of the pedagogical master's degree in higher education in the preparation of future teachers of the institution of higher education. Due to the considered psychological and pedagogical concepts, which are related to the concept of "individual education", we managed to outline the technology of individualization of education. This made it possible to generalize that professional-pedagogical activity can be implemented in a higher education institution within the framework of a pedagogical master's degree as one of the types of pedagogical innovation based on an individualized approach to learning - tutoring technology. Tutoring is able to fully implement the professional and pedagogical training of a teacher of a higher education institution based on acmeological, humanistic, personal-activity, context-competence approaches. At the same time, ensure flexibility, variability and practical orientation of professional and pedagogical training at various stages of educational and scientific activity.

ACMEOLOGICAL APPROACH - AS THE BASIS OF IMPROVING THE PROFESSIONAL TRAINING OF THE EDUCATORS IN HIGHER EDUCATION

This article discusses the need to improve the professional training of future teachers based on the acmeological approach and the factors of their use of the acmeological approach. Intellectual, personal, moral characteristics and possibilities of organization and implementation of professional-pedagogical activities are highlighted. Through this, the need to form new professional competencies that meet the requirements of the labor market is considered.

ПЕДАГОГИКА СУХОМЛИНСКОГО В СОВРЕМЕННОЙ СЕЛЬСКОЙ ШКОЛЕ

The article is about an experiment that was organized at the Uva School of the Udmurt Republic. V.A. Sukhomlinsky began his professional pedagogical activity at this school during the harsh years of the Great Patriotic War. The teachers of the Uvinsky school preserve the traditions of humane pedagogy and continue their creative search in modern conditions. V.A. Sukhomlinsky’s ideas about patriotic and spiritual and moral education have been introduced into the educational process, extracurricular activities and additional education. “Lessons of kindness”, “Pedagogical Constellation”, “Holiday of Fairy tales” and other events have become traditional holidays at school. The school has a historical and pedagogical museum of V.A. Sukhomlinsky with unique exhibits. Republican pedagogical readings are held annually with the invitation of scientists, teachers of institutions of higher and secondary vocational education, students, public figures, cultural figures, preschool workers. The conference discusses current problems of modern pedagogy, organized the exchange of experience through participation in master classes. The peculiarity of the pedagogical experiment lies in the fact that all teachers of the school take part in it, just as the experiment was organized by V.A. Sukhomlinsky himself in the Pavlysh secondary school led by him.

Через професійну рефлексію – до професійної креативності у підготовці педагога

The article focuses on the study of the relationship between reflective thinking and creativity in professional pedagogical activity at the stage of training future teachers in higher education. The implementation of this relationship is possible through the formation of the future teacher’s persistent need for purposeful introspection of the positive and negative aspects of the achieved results, assessment of the strengths and weaknesses of one’s position, formulation of conclusions and new conceptual ideas, changes in search criteria, which in general could lead to obtaining new results. The opinion is substantiated that since its appearance in the scientific pedagogical discourse, the concept of reflective thinking has been aimed at increasing the creative potential of a person, stimulated his/her self-evaluation. It has supported thinking about the actions performed and their positive and negative results; and inspired the search for non-standard ways of solving problems for personal and professional development and improvement. M. Wallace’s model of reflective approach in the process of teacher education is analysed from the point of view of how it stimulates pedagogical creativity. It is noted that Ukrainian scientists interpret the concept of pedagogical professionalism somewhat more broadly and attach greater importance to the role of a teacher as a reflective researcher, which stimulates creativity in professional activity. The possibilities of the theory of personal constructs of the American psychologist J. Kelly in the construction of dichotomous evaluative judgments for the interpretation of reality, the formulation of one’s attitude towards it, and its subsequent modification towards achieving a new result and creating a new, improved reality are considered. Some target tasks and corresponding methods of organising the cognitive activity of future teachers are recommended, which can simultaneously provide reflective thinking and contribute to the development of creative professional activity. Keywords: reflective thinking, creativity, teacher training, Wallace’s reflective model of teacher education, Kelly’s theory of personal constructs.

“RUSSIAN ELECTRONIC SCHOOL” IN THE WORK OF MUSIC TEACHERS

The article presents the results of a survey conducted among music teachers in Russian secondary schools. The subject of the study was the use of materials from the digital resource “Russian Electronic School” (RESH) in music lessons, the motives and degree of awareness of professional pedagogical activity in the process of their use, the advantages and disadvantages of this digital platform from the point of view of music teachers. A generally positive attitude of respondents towards the processes of digitalization of education and a high level of trust in official digital resources were revealed. The negative side is manifested in the predominance of a fragmented, unsystematic approach to their use of electronic content. The main problem is the presence of a significant number of errors and shortcomings in NES resources, and an uncritical attitude towards them on the part of teachers. Dangerous trends in the loss of substantive content of music lessons at school have been identified, which are associated with the low level of digital materials used, as well as the lack of constructive techniques and methods for working with video materials. At the article, the question is raised about the risks of using digital educational resources and the fundamental possibility of their implementation in a systemic activity approach in the music pedagogical process.

Formation of future teachers' value attitude to professional activity

The article analyzes the psychological, pedagogical, methodological literature on the research topic, analyzes the definitions of foreign and domestic scientists to the basic concepts of the problem under study. The author defines the concept of "formation of a value attitude to the professional activity of future teachers", reveals its essence and composition of components. As a result of the analysis of the experience of university teachers and the work of teachers of secondary schools, a model of the formation of a value attitude to the professional activities of future teachers has been created. The model consists of 5 blocks: conceptual, target, content-activity, evaluation, and performance block. The structure of the value attitude of future teachers to professional pedagogical activity is divided into the following components: value -motivational; cognitive-operational; organizational – activity; reflexive-evaluative; emotionalvolitional. The article defines the principles of the organization of the process of forming a value attitude to the professional activities of future teachers. A methodology for the formation of a value attitude to the professional activities of future teachers has been developed. The results of the pedagogical experiment are also shown, qualitative and quantitative processing of the results is carried out. The average indicators of each component of the value relations to the professional activity of students in the experimental and control groups (the results of the ascertaining and formative stages of the experiment) are given. Conclusions on the study are made, recommendations are given.

Estrategias para la mejora de la gestión de la innovación didáctica en los docentes de la Unidad Educativa “Los Andes”

The classroom teacher's management to innovate the teaching process becomes a fundamental angle of the professional pedagogical activity in order to achieve students’ learning. Technology resources are essential to accomplish this purpose. However, this research was carried out under a study with a mixed sequential and descriptive approach, it showed serious difficulties in key aspects of didactic innovation at Los Andes School. Observation to classes and open interviews to teachers and managers were executed, the lacking teacher management was evidenced in the rare systematicity in the application of technological resources during the organization of their activities, which are little different from the usual teaching methodologies normally applied to their students. Likewise, it was also revealed by the use of classical assessment systems based only on the students' knowledge. According to the results, a proposal was developed which selects innovative technological resources that help teachers to improve their teaching process by areas of knowledge.

Формирование профессиональной идентичности студентов педагогической магистратуры в условиях системно-модульной организации образовательного процесса

Current geopolitical situation and Russia's withdrawal from the Bologna process showed the urgent need to improve the national system of continuous pedagogical education, in which the master's program as the second level of higher education is focused on more in-depth, in comparison with the bachelor's degree, professional training of graduates, providing them with a high level of professional identity as the most important indicator of professional development. Due to a number of reasons (changes in master's degree standards, increased requirements for graduates with short terms of study and the lack of basic specialized education for many students, etc.), the quality of education in the master's program has significantly decreased, manifested in the absence of an increase in the educational level of students. Currently, to ensure the quality of teacher training in master’s studies, universities should find reserves in the organization of the learning process to develop professionalism among students, develop and implement flexible modular educational programs, their technological support, and build an effective system of interaction with employers. The purpose of the study: to develop a model for the formation of professional identity of students of pedagogical magistracy in the conditions of a system-modular organization of the educational process. The theoretical methods were an analytical review of scientific sources on the problem of professional identity, analysis and generalization of the results; pedagogical modeling. Based on the results of the theoretical analysis, the structural-content components of the professional identity of teachers are revealed as a complex, integrative, dynamic personal education that influences the professional development and success of the professional pedagogical activity. The method of pedagogical modeling led to the creation of a model for the formation of professional identity among master’s degree students in pedagogy with a system-modular organization of the educational process. The model makes it possible to form ideas about the formation of students' professional identity during the period of study in a pedagogical master's program as a systemic, dynamic, cyclical process of subject-subject pedagogical interaction between participants in educational relations.

Аксиологические основы профессионально ориентированной языковой подготовки в вузе

Profession oriented language training is considered as part of the entire professional training at a pedagogical university that aims at mastering the norms, patterns and rules of professional pedagogical activity. The authors substantiate the approach to the selection of the content of the discipline “Foreign language”, which is built around a certain range of teacher’s vocational tasks, its axiological foundations are revealed. Based on the classification of V. A. Yadov the authors describe the values-ideals, valuesnorms, values-goals and values-means that should be acquired by future teachers at the stage of studying at a university, in particular through teaching a foreign language.

ПРОГРАМНИЙ МОДУЛЬ ІНТЕРАКТИВНОГО ТЕСТУВАННЯ ЗНАНЬ

At the present time, the process of rapid filling with new means of information technologies of higher education, which lead to qualitative assessment of knowledge, using all possible modern methods of the educational process, continues in Ukraine. The rapid development of information technologies fills society with the latest opportunities, which, in turn, facilitate human activity in all spheres of life. The creation of a unified educational information environment, when using new information technologies, significantly increases the quality of education in Ukraine and is a priority task of informatization of the education system of our country and will provide equal opportunities for citizens to receive education of various degrees and levels, as well as integrate into the world educational and information space of Ukraine. Control over the educational activity of students is the most important component of the pedagogical system and an integral part of the educational process, which is intended to determine the success of education for each student or student, to analyze the results obtained, and, subsequently, to correct the educational process. Improvement of the assessment system, modernization of the diagnosis of student learning is a tool for improving the quality of education along with reforming its content. In modern conditions of the development of the latest technologies, the task of constantly updating the knowledge of specialists is urgent. Computer-based learning tools play an important role in solving this problem. The use of information technologies in education allows for the individualization of educational processes, providing operational self-monitoring and control with the help of error diagnosis and feedback.Testing as a form of control and diagnosis of students' knowledge is becoming increasingly widespread in the educational process and in the field of professional pedagogical activity, as it has certain advantages over other forms of control of knowledge and skills, in particular, the possibility of covering a large amount of material. In the modern conditions of professional and technical education in Ukraine, the possibility of automated formation of the test, the possibility of automated verification of test results, increasing the objectivity of evaluation and reducing bias in the evaluation of knowledge is gaining importance.

ПРОФЕССИОНАЛЬНАЯ ПОДГОТОВКА УЧИТЕЛЯ В УСЛОВИЯХ ЦИФРОВИЗАЦИИ ОБУЧЕНИЯ

The article deals with the actual problem of preparing students for professional pedagogical activity in the conditions of modern challenges. The article analyzes the current trends in the introduction of digital technologies in the educational process of natural science education. The idea of introducing digital technologies, technical means of teaching as auxiliary tools for the professional training of a natural science teacher is considered, in connection with an urgent problem that is the search for methodological techniques increasing the motivation of students as future teachers of environmental activities, within the development of their ecological culture. The possibility of integrating traditional pedagogical and information technologies in order to form a new information environment necessary for the normal functioning of the Federal State Educational System is considered. A factual example shows the significant impact of augmented reality on the quality of biological education. At the same time, attention is focused on the necessity of activating the cognitive process in the training of future teachers, which is based on the students’ motivation level increasing, developing interest in practical pedagogical, research activities in the learning process, which contributes to the formation of appropriate competencies. The issues of improving the training of students studying in pedagogical specialties on the basis of the development of technological and methodological competence of students – future biology teachers of a modern school are revealed. At the same time, it is noted that students have insufficiently formed the basic values that should be inherent in a pedagogical employee admitted to the process of forming a holistic worldview in a child. The article analyzes the didactic possibilities of the digital educational environment in the educational process in biology, the advantages and disadvantages of mobile learning in the system of modern biological education. Based on the improvement of the methodological system of the organization of individual and group project activities in teaching biology, the focus of modern education on providing the most favorable conditions for students in order to master the knowledge of the discipline and improve the quality of the educational process is considered.

CONCEPTUAL FOUNDATIONS FOR PREPARING MATHEMATICS AND COMPUTER SCIENCE TEACHERS FOR THE USE OF VIRTUAL CLARITY MEANS

In the article, the authors touch on the problem of professional training of teachers of mathematics and computer science in the context of the development of digital technologies and the demand of society for visual support of training. The generalization of scientific and pedagogical research on the training of teachers of mathematics and informatics is presented. The conceptual contradictions of the educational sector, which are proposed to be resolved through the implementation of the author's concept of preparing future teachers of mathematics and computer science for the use of virtual clarity in professional activities, are singled out. Based on the results of the analysis and systematization of scientific sources and own experience of teaching, the requirements for the training of teachers of mathematics and computer science were clarified, taking into account the requests of stakeholders for the effective implementation of professional pedagogical activity. The leading ideas of the concept of professional training of future teachers of mathematics and computer science for the use of virtual clarity in professional activities are revealed. The implementation of the concept is described on the methodological (the provisions of philosophy regarding the development, self-realization, self-improvement of the individual and the unity of the theory and practice of conscious human activity as a subject of cognitive activity, as well as systemic, acmeological, cognitive-visual, synergistic, reflexive-activity, BYOD-approach, made-self-approach), theoretical (based on the formation of teachers' readiness to use virtual clarity as a complex personal education) and practical (characterizes the practical aspects of the implementation of the concept) levels. It is expected that the developed concept will determine the fundamental positions of designing a pedagogical system of professional training of future teachers of mathematics and computer science for the use of virtual clarity tools in professional activities at the level of higher education institutions.

THE IMPORTANCE OF DEVELOPING A NETWORK COMMUNICATIVE CULTURE OF THE FUTURE TEACHER

The article defines the meaning of the concept of transformation in accordance with the characteristics of various fields of science, clarifies the features of digital transformation for educational organizations. The levels of replacement, improvement, change and transformation of changes in pedagogical practice are determined, which are a clear manifestation of digital transformation in education. In addition, the role of communicative revolutions in the history of mankind is determined. The value of communicative culture is determined in the case of interaction between communication and culture. The communicative qualities of the individual, which form the basis of pedagogical relations, are studied. The meaning of the concepts communicative culture of the teacher, pedagogical communication, and intercultural communication is determined. The role of the components of the teacher's communicative culture in professional pedagogical activity is considered. The communicative culture of a teacher is defined as a set of cultural norms, knowledge and values, knowledge and skills used in the course of his personal and pedagogical communication, contributing to its effectiveness. As components of a communicative culture, it is based on the ability for interpersonal relationships, acceptance and respect for opinions, differentiation and presentation of arguments, discussion of problems, readiness to communicate harmoniously and politely with strangers. As a result of the rapid development of information and communication technologies, the Internet has had a positive impact on increasing access to information for education and teachers. The network communication direction of traditional communication theory is often discussed today in the focus of attention of researchers and scientists. The content of the ethical principles of communication on the Internet is specified through psychological, emotional, technical, decorative and administrative categories. In the article, pedagogical communication in the electronic environment is considered as a developing pedagogical scientific direction that studies the effective interaction of participants in the educational process in the electronic educational environment. The actual communication skills of the teacher in the context of digitalization of educational processes are systematized. The effective factors of using network communications in the educational space of higher education organizations are revealed. The effectiveness of the use of training technology in the development of a communicative online culture of future teachers is substantiated.

КОНЦЕПЦІЯ ІНФОРМАЦІЙНО-КОГНІТИВНОГО СЕРЕДОВИЩА ЯК МЕТОДОЛОГІЧНА ОСНОВА ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ПЕДАГОГІВ В УМОВАХ ДІЯЛЬНОСТІ ЗАКЛАДУ ВИЩОЇ ОСВІТИ

The article studies the issue of creation and productive functioning of the educational environment of a higher education institution, which is a resource in the formation of the future teachers’ professional competence and the creative activity style as essential characteristics of the pedagogical professionalism. The article aims to reveal the possibilities of the information and cognitive environment in the person’s professional formation and to substantiate the conceptual provisions of using its resources to ensure the quality of future teachers’ professional preparation for professional activities. The methods of analysis, modelling and interpolation of the environmental approach provisions to the construction of the informational and cognitive environment of the higher pedagogical education institution have been applied in the study. It has been shown, the information and cognitive environment is a set of conditions that ensure the productivity of future teachers’ professional and creative growth based on the use of various information sources and cognitive technologies that stimulate students’ mastery by professional competences, the development of their cognitive abilities and readiness to apply the resource opportunities of pedagogical design in creating an atmosphere of scientific research, working up of original programs and projects, the creative performance of professional functions. The functions of the informational and cognitive environment have been characterized. Among them: integrative function, which contributes to the influence of all environmental circumstances on the coordination of actors’ goals, motives, attitudes, aspirations and ways of interaction in the educational process; value-formative function, which is aimed at the formation of professional and pedagogical values; interactive function, which is ensuring the interrelation of the capabilities of the educational subjects and pedagogical design in creating a positive emotional atmosphere and psychological comfort; developmental function, which is aimed at shaping a creative activity style, and educational and upbringing function providing conditions for the formation the future teachers’ informational and cognitive readiness for productive pedagogical activity. The possibilities of the event-role situation have been established. It has been shown, an event-role situation is an important unit of the environment, a reserve for improving the quality of the educational process in the university and training competitive specialists for the pedagogical area capable of creative professional pedagogical activity. The pedagogical terms for the productivity of the information and cognitive environment in establishing emotionally favourable circumstances and psychological comfort for the development of students’ professional abilities, creative thinking, active professional position and a creative style of activity, have been reasoned. It has been emphasized that the factors of future teachers’ professional development are the guidance on professional and personal evolution, active participation in professionally orientated event-role situations and the educational dialogue as means of pedagogical interaction, cooperation and co-creation. It has been concluded that the information and cognitive environment affects the quality of the implementation of new requirements for pedagogical professionalism in the university education system, the formation of the main characteristics of the future teachers’ professional competence including its conceptual, instrumental, integrative, contextual, adaptive aspects and the ability for the interpersonal communication.

ETHICAL COMPETENCE IN PROFESSIONAL PEDAGOGICAL ACTIVITY OF MODERN FOREIGN LANGUAGE TEACHER: THEORETICAL ASPECT

The article presents theoretical approaches to the consideration of the ethical competence of a modern foreign language teacher in his/her professional pedagogical activity. The essence of the concepts “competence”, “professional-pedagogical competence” is revealed, the content of the concept “ethical competence” is characterized. Ethical competence of modern foreign language teacher is defined as an integrative quality of a person, that includes a complex of his/her moral and ethical values and personal characteristics determining the choice of models of teacher’s behavior in various situations of his/her professional pedagogical activity. It has been established that ethical competence as a basic component of professional pedagogical competence of foreign language teacher reflects his/her spirituality and morality, internal culture, the ability to act in accordance with the norms of pedagogical ethics and to take adequate moral decisions.The components included in the model of ethical competence of foreign language teacher are defined, namely: ethical knowledge, communicative skills, psychological position, moral and psychological qualities. The article states that the process of ethical competence formation of foreign language teacher goes through several stages and is a synergistic result of three important components of the educational process: socio-cultural, subject and professionally subjective.The formation of ethically competent teacher is a socially significant problem. The success of education system humanization, the improvement of general culture in society, and the prospects for the development of modern human depend on the solution of the problem mentioned above. Ethical development of a teacher is a continuous process of personal and professional growth, which involves raising of moral awareness level, carrying out professional reflection and formation of the system of attitudes towards the subjects of educational process in accordance with the norms and rules of pedagogical ethics. It was defined that unformed ethical competence leads to ethical and pedagogical errors in pedagogical activity and, accordingly, negatively affects educational process as a whole.

METHODOLOGICAL COMPETENCE DEVELOPMENT OF PRESCHOOL TEACHERS IN THE SYSTEM OF CONTINUOUS EDUCATION

The article deals with methodological competence as one of the important components of preschool teachers’ professional activity the system of continuous education. The content of methodical competence’s is considered within the system of three components: scientific-andtheoretical, personal, practical. The objectives of methodological competence development in preschool teachers are achieved in the process of professional training and retraining the system of continuous education. The development of methodical competence by the educators from the pre-school educational institutions in the developed structural-and-functional model is grounded on the basis of developing methodical readiness and educator’s personality traits. Two groups of pedagogical conditions were distinguished for the development of methodical competence of the educator in the course of his pedagogical activity: organizational and download. The technology of methodical competence of teachers of preschool the system of continuous education is based on productive professional experience; which will reflect the system level of functioning of methodological, methodical and research knowledge, skills, motivation, abilities and readiness for creative self-realization in scientific-methodical and pedagogical activity as a whole, provides for an optimal combination of methods of professional pedagogical activity.