РОЗРОБКА ПРОГРАМИ РОЗВИТКУ ПРОФЕСІЙНО-ПЕДАГОГІЧНОЇ КОМПЕТЕНТНОСТІ ВИКЛАДАЧА КОЛЕДЖУ В СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ОСВІТИ

It has been revealed that the teacher’s professional-pedagogical competence program development in the postgraduate education supposes: 1) pedagogues’ professional-pedagogical competence structure definition; 2) professional-pedagogical competence definition of the normative level; 3) factual level measurement of the formed structural components of the pedagogues’ professional-pedagogical competence; 4) definition of the types of professional-pedagogical activity, professional-pedagogical tasks, professional-pedagogical skills, and others on the basis of “qualification deficit”, the improvement of which is due to perform in the process of continuing education of pedagogues; 5) selection and construction of the continuing education of pedagogues on this basis.

On the principle that the competence is a combination of knowledge, skills, abilities, personal qualities and experience, which allow an individual to solve problems successfully and to perform necessary actions in  any area of life activity, the idea of professional-pedagogical competence as an integrative personal education on the basis of theoretical knowledge, practical skills, meaningful personal qualities and experience, conditioning  the teacher’s readiness for the performance of professional-pedagogical activity and to provide the high level of its self-arrangement make the grounds of this research.

The structure-functional model of teacher’s professional-pedagogical competencies has been presented, which contains three structural components – informational (theoretical knowledge), procedural-active (practical knowledge and skills) and personal (professional important personal qualities), – and there has been offered a methodology of the measurement of their formation with involvement of all teaching and educating process subjects of a professional college.