Keyword: «professional and pedagogical competence»

One of the urgent problems of Russian higher pedagogical education is the need for its individualization as a way to increase students' motivation to master universal, general professional and specific professional competences. According to the author of the article, the solution of this complex problem is associated with the development of individual educational plans of an advanced nature and the design of individual educational trajectories (IET) on their basis, implementing the educational potential of students' independent work, the opportunities of cooperation pedagogy and taking into account the inclinations and interests of students in learning to cope with different types and tasks of pedagogical activity. The goal is to present the author's model of designing individual educational trajectories of students – future teachers of preschool organizations, providing for the use of distance educational technologies in organizing students' independent work. Based on the analysis of scientific and pedagogical literature, this model takes into account methodological approaches: competence-based, systemic, personality-oriented and qualimetric ones, which makes it possible to design and implement IET principles of professional orientation, motivation, self-organization and advanced training., The method of pedagogical qualimetry was chosen as the main research means – a group expert assessment, which allows us to algorithmize the assessment and measurement procedures. The method of modeling and design is also involved. A model for designing individual educational trajectories of students – future teachers of preschool organizations on the basis of individual curricula in cooperation with teachers is proposed. The design of this model is described in detail to create organizational and pedagogical conditions for the formation and development of universal, general professional and specific professional competences, taking into account the personal interests and needs of students, that differs from most others, which also help monitor the quality of the educational process. The research materials can be useful to the administration and academic staff of universities in organizing the educational process according to individual educational trajectories. IET design can be used with appropriate adaptation in the system of retraining and advanced training of teachers of preschool organizations.

The article continues the author's scientific work [1–3] in the field of methodological competence of a modern teacher. The relevance of the topic is emphasized by new changes related to the qualification requirements for teachers in accordance with the new Professional Standard for Teachers, which came into force in Russia on September 1, 2022. The purpose of the study is to analyze approaches to the concept and structural elements of a teacher's methodological competence as a part of professional and pedagogical competence. Methods of analysis, periodization and forecasting were used for this work. Analysis and periodization were used in the process of studying the main approaches to the concept of methodological competence, highlighting the stages of development of scientific and pedagogical thought on the topic of the article and their characteristic features; the forecasting method helped to raise the question of the prospects of the system of secondary general education in Russia, based on the regulatory requirements provided by the new Professional Standard for Teachers. The scientific novelty of the study lies in the presentation of the evolution of scientific and pedagogical thought in the field of methodological competence in the 1990-s, 2000-s, 2010-s and early 2020-s. In particular, the author revealed the following dynamics of the topic development: from the narrow ideas of researchers that the methodological competence of a teacher is reduced only to knowledge of the methodology of teaching one's own subject (1990-s) to the inclusion of the personal characteristics of the teacher in this concept (2000-s), methodological attempts to identify the components of methodological competence (2010-s) and, finally, to measure (diagnose) the methodological competence of the teacher by proposing appropriate methods (2010-s – early 2020-s). The theoretical significance lies in the fact that the author clarified the content of the "methodological competence of a teacher" concept, clarified the structure of methodological competence. Also, the theoretical significance lies in the fact that the results of the study can serve as a basis for writing other scientific papers on this topic. The practical significance is due to the fact that the results of the study can be used in the development of a criteria-level complex for the development of methodological competence of teachers, aimed at identifying the level of development of the structural components of methodological competence, which are identified by the author on the basis of the analysis: subject-activity, cognitive, personal, information technology, analytical and reflexive ones. In the course of analyzing approaches to the concept and structural elements of methodological competence, the author comes to the conclusion that methodological competence is an important type of professional and pedagogical competence, since the level of teacher's professionalism depends on it.