TECHNOLOGICAL CONCEPT OF PROFESSIONAL COMPETENCE DEVELOPMENT OF FUTURE TEACHERS

Abstract

The purpose of the article is to characterize the place and role of modern pedagogical technologies in the formation of professional competence of future teachers.

Methodology. In the process of scientific research, a complex of various methods was used, which ensured the reliability and objectivity of the research, in particular: analysis of the legal framework and scientific literature – in order to determine the state of development of the problem and the prospects for its research; comparison – to compare the views of different scientists on the problem of technologization of the educational process in institutions of higher education; induction and deduction, systematization and generalization – for formulating conclusions and recommendations. The research was carried out on the basis of a combination of the provisions of a number of methodological approaches, in particular: competence-based (to determine the role of pedagogical technologies in the formation of the professional competence of future teachers), activity-based (involvement of education seekers in active educational activities in the process of implementing various pedagogical technologies), personally-oriented (to take into account individual characteristics of students of higher education during educational activities within the limits of a certain pedagogical technology) – which are applied on the basis of complementarity and compliance with the purpose of the study.

Scientific novelty. The research systematizes and summarizes the opinions of scientists regarding the place and role of pedagogical technologies in the educational process, and substantiates the feasibility of their use in the professional training of future teachers.

Conclusions. In the process of the research, it was found that the wide implementation of pedagogical technologies in the educational process of secondary and higher education institutions gives grounds to assert the technologicalization of education, the main features of which are conceptuality; diagnosticity and predictability of learning outcomes; economy; operability; algorithmicity, design, integrity of educational activity; manageability, variability and flexibility of the educational process; setting and guaranteeing effective results at optimal costs to achieve a certain standard of training; reproducibility of the technological process. We characterized some pedagogical technologies, in particular: project technology, flipped learning technology, critical thinking development technology, information and communication technologies. The effectiveness of their application in the process of professional training of future teachers has been proven by scientific research and practical experience. It is substantiated that the use of pedagogical technologies in the professional training of future teachers contributes to the establishment of relationships between theory and practice, the activation of students' educational activities, the optimization of time costs, and as a result, the effective formation of professional competence.