In the dissertation the essential features of the basic concepts of the research are characterized. A thorough analysis of the problem of developing pedagogical mastery of economics teachers in master’s degree programmes is conducted for the first time in pedagogical theory and practice. The authorial definition of the concept of pedagogical mastery of economics teachers is provided. Pedagogical mastery of economics teachers is a combination of the acquired knowledge of economics, skills in teaching economic disciplines as well as capability to use modern pedagogical methods and technologies, developed personal abilities and psychological characteristics, the desire for continuous professional self-improvement, which ensure stable effectiveness of pedagogical activity, make it possible to give timely responses to changes that occur in the educational environment and facilitate adaptation to them, assist in developing an individual pedagogical style.
Foreign experience in teacher education and pedagogical mastery development in universities and the current state of pedagogical mastery development in the system of higher economic education in Ukraine are analyzed.
The structural and functional model of developing pedagogical mastery of economics teachers in master’s degree programmes that is built on psychodidactic, competence-based, activity-oriented and innovative approaches is theoretically substantiated and presented. The model is composed of three interconnected units: theoretical issues (the aim, objectives, approaches, principles, components of pedagogical mastery), content (forms, methods, stages of developing pedagogical mastery of economics teachers in master’s degree programmes), results (criteria, indicators and levels of prospective economics teachers’ pedagogical mastery, result).
The components (motivation and value, cognitive, activity-oriented, reflection-oriented), criteria (motivation for a teaching career, values, psychological and pedagogical competency, organization and interpersonal communication ability, analytical ability), indicators (a combination of intrinsic and extrinsic motives; terminal and instrumental values; theoretical knowledge of the fundamentals of pedagogical mastery, professional skills; organizational capabilities, communicative skills; the individual level of reflectiveness development) of pedagogical mastery development of prospective economics teachers are characterized. On the basis of the characterized criteria and their indicators the levels of pedagogical mastery development of prospective economics teachers are established (basic, sufficient, high). The methodological base for developing pedagogical mastery of economics teachers in master’s degree programmes is substantiated. Methodological training support resources to develop pedagogical mastery of economics teachers in master’s degree programmes that include the curriculum and methodological recommendations for the special course «Pedagogical mastery of economics teachers» and the training programme for developing pedagogical mastery of economics teachers with methodological guidelines are produced and implemented.
The structural and functional model of developing pedagogical mastery of economics teachers in master’s degree programmes is experimentally verified.
