Розвиток компетентності у здійсненні професійної взаємодії майбутніх докторів філософії з професійної освіти у процесі вивчення дисципліни «Психологія педагогічної діяльності викладача закладу вищої освіти»

The article raises the urgent issue of improving the quality of the training of future Doctors of Philosophy for professional interaction in postgraduate studies. The essence of professional interaction competence of future Doctors of Philosophy in professional education as an integral personal formation is substantiated; the author's vision of the component-structural composition of the studied competence is presented including: motivational-value, cognitive, procedural-activity, and personal-reflective components, as well as development criteria and indicators. The set of communicative skills (procedural-technological criterion) is defined as a harmonious unity of the following groups of skills: professional-communicative, practical-activity, relational-regulatory, and subject-informational ones. The feasibility of developing professional interaction competence of future Doctors of Philosophy during the study of the educational component "Psychology of pedagogical activity of a higher education institution's lecturer" is substantiated. The purpose, competences (integral, general, and special ones), learning outcomes, and content of the specified academic discipline are disclosed. The feasibility of using a variety of problem-based, dialogic-discussive, project-based, situational, facilitation, and coaching technologies is indicated in order to develop the components of professional interaction competence of future Doctors of Philosophy in professional education. Examples of the implementation of these learning technologies in seminars and practical classes are given. The feasibility of training technologies, whose implementation ensures the development of models of professional interaction, is emphasized. The effectiveness of a number of activities is underlined including: writing essays and analytical reviews on course topics, modeling psychological and pedagogical situations, preparing reflective reports on one's own activities, preparing and defending mini-projects.