The article presents the results of long-term research concerning the problem of forming methodical competence for those pursuing a Bachelor degree in Geography. The authors examine new contents of theory and methods of teaching for aspiring Bachelors, in addition to ways of problem-solving based upon the task-based approach. The work is based on the three-in-one system "methodical activity - methodical task - formation of methodical competence". The methodology of the problem under study is guided by various approaches of current scientific research. . The data was collected within the period of 2005-2011. The methods of research were based on: the analysis of the documents defining realization of the major program of teaching of Bachelors in Geography; the data received from surveys of the experiment participants (students and teachers); the diagnostics of the results of the students' methodical preparedness. The theoretical and practical results of the research have been reflected in the contents of theoretical and practical study programs, students research activities and state certification. They have been included in the study process of Bachelors of Geography professional training.
The article deals with the problem of training future teachers of mathematics to work in the classes of the standard. In the preparation of highly qualified specialists it is important to form not one specific competence and a specific set. The author notes that the key competencies are understood as human capabilities to have comprehensive abilities and use them in a certain context. The review of DeSeCo project has showed that personality traits are considered leading flexibility, activity and independence. Much attention is paid to developing of creative instincts, ability to innovate and personal responsibility. Each combination of competence transferred interrelated cognitive and practical skills, knowledge, motivations, values and ethics, which together may be involved in certain situations. There are different approaches to determining the methodological competence and interpretation of its structure and components. After analyzing the works of the mentioned authors, we’ve chosen two different in structure and content components of the structure model of methodical competence. We believe that the development of methodological competence of the teachers of mathematics is a continuous process that should take place throughout the professional activity of the person. The requirements of specialized schools enabled us to refine the structure model of methodical competence math teacher proposed by S. O. Skvortsova. Methodical preparation of the future mathematics teacher of social and humanities education should be to some extent different from the preparation of the teacher to work with students from other sections of training, as there are qualitative differences in the mathematics teacher at the level of the standard. Training course «The training of future math teachers to work with students in classes of social and humanities education» is designed. It is focused on the students of physics and mathematics faculty teaching in higher education. The experience shows that the formation of regulatory competence is combined with variable and partly methodical and is the basis of formation of professionalism of future mathematics teachers of social and humanities. The designed complex of didactic-methodological exercise contributes to the formation of future teachers’ regulatory competence.
In the article the problem of methodical competence of educators of preschool educational institutions is reviewed. The author examines the application system, competency and environmental approaches to developing and implementing models and methods of methodical competence of educators of preschool educational institutions in the system of continuous education and highlights the level of methodical competence of caregiver preschool educational institutions.
PL
W artykule przedstawiono problem kształtowania kompetencji metodycznych nauczycieli edukacji wczesnoszkolnej, które rozpatrywane są jako zintegrowana wielopoziomowa struktura charakterystycznych cech i jakości osobowości nauczyciela, opierających się na skutecznych doświadczeniach zawodowych, które odzwierciedlają systemowy poziom dydaktycznej i badawczej wiedzy, umiejętności, doświadczeń, zdolności i gotowości do twórczej samorealizacji.
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