On the basis of a theoretical analysis of the basic concepts of the dissertation research, the conclusion was drawn that in the pedagogical theory there are different concepts of «professional competence of the future educator». It is indicated that by the majority of scientists «professional competence» is considered as a form of the teacher’s performance of professional functions, fluency in the system of pedagogical knowledge, skills and habits.
In the study, the professional competence of the future educator of a preschool education establishment is defined as the totality of professional knowledge, skills and abilities, professionally significant qualities of the individual, his or her desire to carry out educational, scientific, methodological and social pedagogical activity, self-esteem of personal qualities and qualities at a high level, as well as the regulation of the process of professional development. It was found out that the structural components of professional competence are motivational, content-operational and reflexive.
The content-operational component includes the availability of knowledge, skills and abilities, professionally significant qualities.
Reflexive component reflects the educator’s view of himself or herself, personal qualities and results of activity; it is also a self-esteem that shapes the skills of self-analysis of one’s own activities.
The author substantiates the opinion that the pedagogical practice of the future educators is a form of acquiring and consolidating the theoretical, methodological, psychological, pedagogical, philosophical, valeological and other knowledge, skills and abilities of the teaching, education and development of students, as well as a form of increasing the level of interest in pedagogical activity and the development of analytical activities.
As a result of the study, the model was theoretically developed and substantiated, the implementation of which is aimed at the formation of all the components and components of the professional competence of the future educators of preschool education establishments.
It has been found out that the organizational system of pedagogical practice by students of higher pedagogical scientific institutions provides for the following types: entry specialties, practice in young age groups, practice in preschool age groups, summer pedagogical practice, and pre-diploma practice, each of which is a logical step in the future professional development of educators of preschool education, progressively comprehensively forms all the components of professional competence.
As a result of the formative stage of the experiment, it has been proved that pedagogical practice ensures the gradual formation of the motivational, substantive, operational and reflexive components of professional competence, which implies the realization of the progressive goals, tasks, content, organizational forms and methods.
The prospects for further searches have been identified, among which are highlighted such as: theoretical and methodological solution of the problem of creative application of professional skills in the pedagogical activity of the future educators of preschool education of various profiles, activation of the motivation processes of the pedagogical orientation of students for professional activity, optimization of the content and means of training future specialists in conditions of graduated education.
The main results of the research are introduced into the educational process of higher pedagogical educational institutions of Ukraine.
