Keyword: «methodological competency»

The relevance of the study is determined by the need to ensure high quality education in the context of dynamically changing social and technological realities, which are caused by the renewal of the professional-pedagogical system, taking into account the normative documents, conceptual foundations of reforming the Russian school, harmonization of professional and educational standards in the training of future primary school teachers. The aim of the article is to develop a model of forming methodological competence of preservice primary school teachers as a factor of their professional development. The leading approach to the research was the theoretical analysis of scientific literature, the use of which allowed us to outline the main categorical and conceptual contours of the phenomenon on the topic under study. Consolidation of scientists' opinions made it possible to formulate the authors’ original definition of “methodological competence” of a primary school teacher and to develop a model of its formation, the application of which in practice will allow, ultimately, to improve the professional competency of a teacher. The main result of the study was the developed model of methodological competence of a primary school teacher, structurally consisting of blocks: target, theoretical-methodological, content-operational, control-evaluative, and resultant blocks. The main result of the study was the developed model of methodological competence of an elementary school teacher, structurally consisting of blocks: target, theoretical-methodological, content-operational, control-evaluative, resultant block. A deep understanding of modern organizational methods and ways of interacting with students, taking into account their age characteristics, will allow the future teacher to effectively plan work, adequately respond to the challenges of modern times and thereby ultimately contribute to the harmonious development of the student’s personality. The realization of the proposed model will ensure the formation of scientific, psychological and pedagogical, didactic and methodological knowledge, skills in preservice teachers and their application in future professional activity. Theoretical significance lies in the fact that the obtained results enrich the understanding of the competency of primary school teacher in pedagogical education, laying the foundation for future organizational decisions and initiatives for its development, creating a basis for further improvement of primary school education. The practical significance of the research results lies in the fact that the methodological model provides a clear strategy and algorithm of actions for the effective training of preservice primary school teachers in an educational institution.

In the context of ongoing educational transformations, the tasks and functions of the teaching staff at higher education organizations are becoming more complex, which entails reformatting the methodological support of the educational process. The implementation of new approaches to the organization of methodological work in higher education is primarily associated with the degree of the methodological competency manifestation in an individual teacher. Therefore, various aspects of the phenomenon of methodological competency of a teacher at a modern university are significant subjects of scientific research. The aim of the article is to theoretically substantiate the concept of «methodological competency of a higher education teacher» in the context of the existing educational environment and its structure. The examination of the teacher’s methodological competency in the higher education system was preceded by a retrospective analysis of doctrinal works of domestic and foreign authors in the field of professional competency of the labor subject, a particular manifestation of which is methodological competency. The main results of the study present a modern view of the concept of «methodological competency of a higher education teacher» from the perspective of a functional approach, taking into account the integral essence of professional competency. A model of the methodological competency structure is also proposed, including gnoseological, praxeological and axiological components and four levels of their development described with the use of universal descriptors. These universal descriptors can be refined based on current requirements for the content of methodological competency, which, in our opinion, should be expressed in the terms of particular methodological competencies or competences. The theoretical significance of the study lies in the fact that the interpretation of the methodological competency of a university teacher in relation to the today realities serves as the basis for solutions to the problem of identifying or updating the organizational-pedagogical and psychological-pedagogical conditions of its formation. The study is also significant from a practical point of view, since the developed model of the methodological competency structure can be used by educational organizations of additional professional education system for the formation of programs aimed at improving methodological activity, as well as for intra-university monitoring of its effectiveness.