The competence component in professional training of pre-school education specialists
The purpose of this article consists in the theoretical substantiation of the need of using the competency-oriented model in the process of training specialists of pre-school education. The proposed model is built on the basis of the theoretical analysis of scientific works according to the problems of pre-school education with the use of methods of pedagogical projection and simulation, and also interrogation of students and workers of pre-school establishments. The article defines the current state and problems of the system of higher education regarding to the training of specialists of pre-school profile. The attention is focused at the main directions of improvement of professional training of future teachers in the conditions of implementation of competence-based approach and the Bologna Declaration. The structure of the activity of the teacher of pre-school profile, which corresponds to the special features of its activity taking into account modern challenges, is proposed. The competence model of a future specialist of pre-school education is proposed on the basis of the structure of activity and qualification characteristics. The competence model is built taking into account the specific character of the professional activity of the specialist of pre-school education and contains the enumeration of the special pedagogical competences, which are necessary for the successful realization of their professional activity under the conditions of the pre-school education: organizational-administrative, educational and scientific-research. The model reflects the specifics of activity of pre-school education specialist, causes the creation of favorable conditions for the safe and creative work of preschool education specialists, which are focused at children’s health, their education and development in accordance with the requirements of modern society. The practical value of investigation lies in the fact that proposed model can be used in the practice of training pre-school education specialists. Further investigations on the basis of competency-building approach will be considered prospective for the training of directors of pre-school education establishments.
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